This is often done by way of an affiliative leadership style. It is by way of these leaders attempting to build up trust and generate accord by way of the development of bonds, teamwork, and communication that true efficacy can be seen.
Goddard, Hoy, and Hoy (2000) agree, that "Although mastery experiences are the most powerful efficacy changing forces, they may be the most difficult to deliver to a faculty with a low col-lective efficacy." They continue this argument by writing that this situation can be remedied if school administra-tors "provide efficacy-building mastery experiences" through "thoughtfully designed staff development activities and action research projects." In order for teachers to have efficacy they must feel as if they are part of the group that is making the decisions that affect the way they do things. Administrators must be responsible for implementing these groups and providing training opportunities that allow teachers to flourish within these groups.
In this time of elevated standards for all children, the idea of teacher efficacy, from the viewpoint of indi-vidual teachers and of the faculty as a whole, is significantly important. Teachers who believe they can teach all children in manners that allow them to meet these high values are more apt to exhib-it teaching behaviors that sustain this goal. Consequently, principals must deliberately help teachers build up a sense of efficacy because,...
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