Making collective efficacy work: leadership and professional community in action

Purpose This case study aims to examine how teachers and principals in a high-performing, low-socioeconomic status (SES) Virginia public school experience the conditions that foster collective teacher efficacy (CTE). The findings provide educators with valuable insights into practices that support strong academic outcomes for all students, as well as broader benefits such as teacher well-being, pedagogical development and leadership practices that can strengthen CTE at the school level. Design/methodology/approach This qualitative research employed a single-case study design. Purposeful sampling identified teacher participants, and data were collected through interviews, document analysis and observations. Findings The findings support Bandura’s (1997) efficacy-shaping sources (mastery and vicarious experiences, social persuasion and affective states) and Donohoo et al.'s (2020) enabling conditions for CTE (supportive teacher leadership, empowered teachers, goal consensus, embedded reflective practices and cohesive teacher knowledge), while also highlighting high expectations, touchpoints and communal investment as influential factors in the enactment of CTE-related practices. Practical implications The findings suggest that school leaders should prioritize setting and modeling high expectations for all, engaging in collaborative analysis of student data followed by timely, purposeful actions taken as a team and providing support that reinforces teachers’ commitment to the school’s collective success. Originality/value Although research has established the link between CTE and student achievement (e.g. Bandura, 1993; Goddard et al., 2000, 2021), fewer studies explore how schools can enhance CTE through the effective enactment of its enabling conditions. Scholars have recommended qualitative research to explore how CTE develops within school contexts (Anderson et al., 2023).