Teacher Credibility and Collective Efficacy in Public Elementary Schools

Abstract

This study aimed to determine the significant relationship between teacher credibility and collective efficacy in public elementary institutions in Babak District, Division of Island Garden City of Samal. A descriptive-correlational research design was employed, involving a sample of 200 teachers from public elementary schools in Babak District, Division of Island Garden City of Samal. Standardized questionnaires were administered through face-to-face surveys. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were utilized to analyze the collected data. The findings revealed that teacher credibility and collective efficacy were both at very extensive levels. Correlation analysis indicated a significant relationship between teacher credibility and collective efficacy. Furthermore, teacher credibility, specifically the domains of competence, goodwill, and trustworthiness, was found to significantly influence collective efficacy. It is recommended that school administrators continue to enhance teacher credibility by providing professional development programs that focus on building competence, goodwill, and trustworthiness among teachers. Encouraging collaborative practices and fostering a positive school climate can further strengthen collective efficacy, enabling teachers to work more effectively together toward common educational goals.