[Ous-lp-rp13] EDAD 2020, Response to Answer to Question #3

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Amanda,

I understand where you are coming from when you talk about having a high sense of drive because I am the same way.  I always think that I can do whatever the task is I am given and even if it is not easy, I put forth the effort and stick it out when things are difficult.  Anyone who has high self-efficacy will benefit from that as an administrator, so I think this is a great aspect of your personality. I also think it's great that you are always looking at what you can do better or how you can improve things.  Having a positive outlook on all situations is the best way to go about things, in my opinion.

> From reading about the discipline situation at your school, it is easy to tell that your new administrator has implemented how important collective-efficacy is when running a building.  I think that he made a great first step, and probably a great first impression as well, when he sent out the email asking all teachers what they wanted to work in in order to be working on something together.  I think that set the tone from the very beginning of his career in your building that collective-efficacy and relying on one another is one of the most important things when it comes to organization.  By seeing the changes that came of the way your new administrator handled the discipline issue just reinforces the idea of how important collective-efficacy really is.  This particular situation is one reason to remember why that aspect is so important to incorporate as an administrator.  Collective-efficacy does build intrinsic motivation, and by building the intrinsic motivation of everyone in a group, the entire group benefits and the desired goal is achieved. 
Original Post:

Self-efficacy somewhat depends on your locus of control. If one believes that they can influence student achievement and motivation (internal locus) they are more effective than those who think external forces cannot be overcome. We all know someone who has low-efficacy with no drive and the mentality of “why bother.” However, I have a high sense and drive of self-efficacy. I believe that I am capable of performing well. Though it may not always be easy, putting forth effort, staying persistent when difficulties arise, being resilient in dealing with failures, and dealing with the stress and coping with it come within. I try to always look at what I could do better or change, rather than blaming it on the external factors of why something failed. We can’t change what the state mandates or why we have to do something we don’t agree with. Implementing new strategies to gain student growth is what I try to focus on.

 My building includes grades 4-6. Two years ago we got a new administrator. I would say that since his arrival, he has done a really good job at obtaining collective-efficacy from our building staff. I remember the first email that our principal sent out. He introduced himself and asked us what we would like to collectively work on as a whole that would have a positive effect on students. I think 90% of the staff responded with student expectations and discipline building wide. The discipline and student behavior had spiraled out of control because our prior principal was retiring and he was rarely there. Each grade and teacher had a different behavior plan which led to confusion and teachers were unable to follow through. However, the past two years have been great since our principal got all of us together to implement a goal and a plan. All grade levels work together now implementing a check mark system for student behavior. I have seen a huge difference in the way students behave. Success build strong beliefs in a faculty’s sense of collective efficacy, failures undermine it. Like the text states, “A resilient sense of collective efficacy requires experience in overcoming difficulties through persistent effort.” Collective-efficacy in my building has built intrinsic motivation in most, if not all staff members.

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