Beyond Collaboration: Collective Responsibility as the Dominant Pathway from Teacher Efficacy to School Effectiveness

This study examines how two domains of collective teacher efficacy, instructional strategies (CE-IS) and student discipline (CE-SD), relate to school effectiveness through teacher collaboration and collective responsibility. Survey data from 242 teachers in 28 Turkish public schools were analyzed using cluster-robust structural path modeling. Collective responsibility was the strongest predictor of school effectiveness (β = .457), followed by collaboration (β = .212). CE-IS predicted both mediators; CE-SD predicted only responsibility. The model explained 68.7% of the variance. Encouraging collaboration alone is insufficient: school leaders must cultivate shared accountability through joint planning, peer observation, and team-based monitoring of outcomes.