We see that collective efficacy refers to a shared belief that the school’s staff can have a positive impact on student achievement and we know that despite other influences in the students’ lives that challenge their success as well. The use of the lms portal can be significant to students as well. We see that collective efficacy is evident when teachers see themselves as part of a team working for their students as well. We know that when educators believe in their collective ability to lead the improvement of student outcomes, higher levels of achievement result as well. It has been demonstrated that in schools where there is a high degree of collective efficacy, the teachers display a positive attitude toward professional development, as well as exhibit deeper implementation of evidence-based instructional strategies, as well as have a stronger focus on academic pursuits.
We see that in addition, the student behavior improves, as well as they exhibit more positive beliefs about their ability to grow and learn at school as well. We know that the role of principals and school leaders is to recognize the strong correlation between their instructional leadership as well as the ability of teachers to collaborate for improvement. We see that it can also provide structures that support teachers to engage in collaborative cycles of inquiry that build literacy as well as numeracy knowledge and skills. They can also build relational trust among teachers as well as trust teachers to lead their professional learning. They can also work on modeling the language of collective efficacy as well. We see that as collective efficacy develops in the school, the next step is to monitor the work of collaborative teacher inquiries as well as provide feedback so that the work is focused, as well as achievable, and short-term wins are celebrated. We know that inquiry questions can be informed by the curriculum as well as various sources of data from the literacy or numeracy review.
They can work on identified literacy and numeracy practices of the discipline as well as the professional learning needs of the teachers. We see that the school’s vision includes developing and sustaining a whole-school literacy and/or numeracy culture as well. We see that collective efficacy reveals how well group members relate to one another while working toward common goals as well. We know that it also reveals group resilience as well as the willingness of group members to continue working through difficult situations. We know that the purpose of this study is to explore collective efficacy at the classroom level, using the view of individual and collective development to examine how it could be developed as well as facilitated by fifth-grade classroom participants. We know that by examining collective efficacy in this way, we see that the authors offer a sense of what teachers can do to promote collective classroom efficacy through their instructional practice as well. We see that the results indicate that the sense of collective classroom efficacy developed by the fifth graders was initiated as well as nurtured by the teacher in the role of a classroom community organizer as well. However, we know that without proper educational tools to support students when they participate in classroom learning, their learning performances may not be as good as expected as well. We see that a collective problem-solving promotion mechanism is proposed to enhance students’ interaction as well as learning engagement in flipped classrooms using an interactive response system as well. We know that a quasi-experimental design can be adopted, and university students, as well as school students, can be recruited as participants. We see that the students in the experimental group applied the proposed approach, while those in the control group used the conventional flipped learning approach as well. The school management system can help the students in such a case as well. This can make them work effectively for better learning and development in such a case. We know that when working collaboratively is all about social learning and shared class belief that everyone has something significant to contribute to the learning is essential as well. We see that explicitly develop this tone through class discussions, reflections as well as practical activities.