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This quantitative study aims to explore the validity of Donohoo et al.’s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.

Use of virtual teams in workplace environments is common, and in this study, we investigated the emergence of collective efficacy in virtual teams. Collective efficacy-a team's shared confidence in their ability to meet its goals-is an emergent state that has consistently been found to positively relate to team effectiveness. However, much of the past research on collective efficacy has focused on static approaches, ignoring the inherently dynamic nature of the construct. Thus, the past research has neglected to fully address the emergent nature of collective efficacy, which involves consensus (i.e., sharedness or agreement) and a trajectory (i.e., growth or change in level) over time. These issues are addressed in the current investigation. Longitudinal data were collected from 3,644 individuals, comprising 665 virtual teams, that were participating in a 10-week business simulation activity. Using consensus emergence modeling and multilevel latent growth modeling, we examined the dynamic nature of the emergence and trajectory of collective efficacy over three time points during project completion. Overall, we found that both consensus and the level of collective efficacy decreased over time, but teams that demonstrated smaller decreases over time had stronger effectiveness. These findings suggest that collective efficacy is a key resource in virtual teams that needs to be managed over time in order for teams to have optimal effectiveness. Implications for theory, future research, and practice are discussed. L'utilisation d'équipes virtuelles dans les milieux de travail est courante, et dans cette étude, nous avons examiné l'émergence de l'efficacité collective au sein d'équipes virtuelles. L'efficacité collective - la confiance commune qu'ont les membres dans leur capacité d'atteindre les buts de l'équipe - est un état émergent qui, de façon constante, a été relié à l'efficacité de l'équipe. Toutefois, une grande part des recherches antérieures sur l'efficacité collective s'est centrée sur des approches statiques, faisant fi de la nature dynamique inhérente du construit. Ainsi, les recherches antérieures ont omis d'examiner à fond la nature émergente de l'efficacité collective, qui implique un consensus (c.-à-d. une mise en commun ou une entente) et une trajectoire (c.-à-d. une croissance ou un changement de niveau) au fil du temps. Ces éléments sont examinés dans la présente étude. Des données longitudinales ont été amassées auprès de 3644 personnes, formant 665 équipes virtuelles, qui participaient à une activité de simulation d'entreprise sur 10 semaines. Au moyen de la modélisation de l'émergence du consensus et de la modélisation multiniveau de la croissance latente, nous avons examiné la nature dynamique de l'émergence et de la trajectoire de l'efficacité collective à trois moments durant la réalisation du projet. Dans l'ensemble, nous avons constaté que tant le consensus que le niveau d'efficacité collective diminuaient au fil du temps, mais que les équipes ayant les diminutions les plus basses présentaient la plus grande efficacité. Ces résultats suggèrent que l'efficacité collective est une ressource clé des équipes virtuelles qui doit être gérée au fil du temps pour que les équipes atteignent une efficacité optimale. Les auteurs discutent des répercussions des résultats pour la théorie, les recherches futures et la pratique. Public Significance Statement Due to the prevalence of virtual teams, it is important to learn how they develop and change over time. This study investigated how virtual teams' collective efficacy, which reflects the team's confidence in their ability to succeed in their tasks, emerges over time and influences team effectiveness. The results of this study have important implications for understanding, managing, and leading virtual teams.

Following the logic of studies showing that collective efficacy within neighborhoods deters intimate partner violence (IPV), the promotion of social distancing during the COVID-19 pandemic may have weakened that effect. To examine that possibility, we analyzed panel data from 318 adults in Japan regarding IPV victimization and perceived collective efficacy at four time points. A latent growth model (LGM) analysis for each measure revealed that informal social control, a subscale of collective efficacy, has declined since the pandemic began, whereas no significant changes have occurred in social cohesion and trust, another subscale of collective efficacy, and IPV victimization. Furthermore, two parallel LGM analyses revealed that although collective efficacy before the pandemic suppressed subsequent IPV victimization, changes in collective efficacy during the pandemic have been positively associated with changes in IPV. Those results suggest that collective efficacy’s protective effect on IPV is moderated by whether interactions between intimate partners and their neighbors are socially normative.

In most disasters that have been studied, the underlying dangerous cause does not persist for very long. However, during the COVID-19 pandemic a progressively emerging life threat remains, exposing everyone to varying levels of risk of contracting the illness, dying, or infecting others. Distancing and avoiding company have a great impact on social life. Moreover, the COVID-19 pandemic has an enormous economic impact for many losing work and income, which is even affecting basic needs such as access to food and housing. In addition, loss of loved ones may compound the effects of fear and loss of resources. The aim of this paper is to distil, from a range of published literature, lessons from past disasters to assist in mitigating adverse psychosocial reactions to the COVID-19 pandemic. European, American, and Asian studies of disasters show that long-term social and psychological consequences of disasters may compromise initial solidarity. Psychosocial disruptions, practical and financial problems, and complex community and political issues may then result in a 'second disaster'. Lessons from past disasters suggest that communities and their leaders, as well as mental healthcare providers, need to pay attention to fear regarding the ongoing threat, as well as sadness and grief, and to provide hope to mitigate social disruption.

This study examines whether negative contact with immigrants promotes voting for radical right-wing parties, to what extent this relationship can be explained by feelings of outgroup threat, and whether this relationship depends on perceived personal and collective self-efficacy. Hypotheses were tested among 630 native Dutch respondents, mainly living in multicultural neighborhoods. The results show that negative contact with immigrants is associated with feelings of personal (egocentric) and group (sociotropic) threat, and both these feelings, in turn, are associated with radical right-wing voting. However, negative intergroup contact is less strongly related to egocentric threat when individuals feel able to personally address negative situations with other people (personal self-efficacy). Furthermore, the findings suggest that negative intergroup contact is less strongly related to sociotropic threat when individuals believe that people in their neighborhood are able to collectively address some negative situations (collective self-efficacy).

Okul etkililiği açısından büyük önem taşıyan kolektif öğretmen yeterliği, okul liderliğinden etkilenen örgütsel bir özelliktir. Öğretmenlerin teker teker çabalarının toplamından ziyade, yeterliklerini bütünleştirdiklerinde ortaya çıkan daha büyük bir etkiye işaret etmektedir. Bu nedenle kolektif öğretmen yeterliğinin gelişiminde rol oynayan liderlik eğilimlerinin incelenmesi büyük önem taşımaktadır. Bu bağlamda araştırmanın amacı, liderlerin dört çerçeve liderlik eğilimlerine yönelik öğretmen algıları ile kolektif öğretmen yeterliği arasındaki ilişkileri ortaya çıkarmaktır. 452 ilkokul öğretmeni ile yürütülen bu araştırmada, Liderlik Yönelimleri Ölçeği ve Kolektif Öğretmen Yeterliği Ölçeği kullanılmıştır. Öğretmen görüşleri, okul müdürleri tarafından tercih edilen liderlik eğilimlerinin sırasıyla yapısal çerçeve, politik çerçeve, insan kaynakları çerçevesi ve sembolik çerçeve olduğunu göstermiştir. Ayrıca bulgular, öğretmenlerin kolektif öğretmen yeterliğine ilişkin algılarının kıdem ve okulun bulunduğu yerleşim yerinden (merkez ve çevre ilçeler) etkilendiğini göstermiştir. Kıdem ve okulun bulunduğu yerleşim yeri değişkenleri kontrol altına alındığında, tüm liderlik eğilimlerinin kolektif öğretmen yeterliğinin anlamlı bir yordayıcısı olduğu tespit edilmiştir. Bununla birlikte kolektif öğretmen yeterliğinin en güçlü yordayıcısının sembolik çerçeve liderlik eğilimi, en zayıf yordayıcısının ise yapısal çerçeve liderlik eğilimi olduğu saptanmıştır. Collective teacher efficacy, as an important factor for school effectiveness, can be improved by leader behaviors in schools. Unlike the sum of individual teachers' efforts, the concept of collective teacher efficacy points to a greater impact on student achievement when teachers unify their efficacies. Therefore, examining the leadership orientations that play a role in the development process of collective teacher efficacy was seen worth for study. In this context, the purpose of the study is to find out the relationships between teachers’ perceptions about four-frame leadership orientations of principals and collective teacher efficacy. 452 primary school teachers participated in the study in which Leadership Orientation Scale and Collective Teacher Efficacy Scale were used. The teacher perceptions showed that leadership frames preferred by school principals are, respectively, structural, political, human resource and symbolic frame. It was also found that the collective teacher efficacy perceptions of teachers were influenced by seniority of teachers and settlement location of schools. Controlling for the variables of seniority and settlement location of school, all leadership frames were found to be predictors of the collective teacher efficacy. Accordingly, while the strongest predictor was the symbolic frame, the weakest predictor was the structural frame.

The present study aimed to contribute to the current findings of the relationship between collective efficacy perceptions of EFL teachers and their perception of teacher empowerment. To this end, 147 Iranian EFL teachers from a well-known institute in Tehran participated in the study. The instruments used were two questionnaires: Collective Teacher Efficacy Scale-Short Form and School Participant Empowerment Scale. A semi-structured interview was also conducted on 10 EFL teachers at the end of the study to discover what would be revealed from their attitudes toward different subscales of teacher empowerment and collective efficacy perceptions. The quantitative data were analyzed using Pearson Product Moment Correlation and independent samples t-test. Similarly, the qualitative data were also analyzed to find out the participants' attitudes toward different subscales on the two questionnaires and also to see to what extent those attitudes were similar to one another. The results showed that there was a positive, albeit weak, relationship between the two constructs (teacher empowerment and collective efficacy perceptions). It was also found that there was no significant difference between experienced and inexperienced teachers in terms of their perceptions of teacher empowerment and teacher collective efficacy.

Based on social cognitive theory, we theorize that collective efficacy plays a mediating role in the relationship between paternalistic leadership and organizational commitment and that this mediating role depends on team cohesion. The empirical results from a study of 238 employees from 52 teams at manufacturing companies show that benevolent leadership and moral leadership, both components of paternalistic leadership, are positively related to organizational commitment and further that collective efficacy mediates the moral leadership–organizational commitment relationship. We did not find a relationship between authoritarian leadership and organizational commitment. Besides, it was found that team cohesion negatively moderates the relationship between moral leadership and collective efficacy and positively moderates the relationship between collective efficacy and organizational commitment. Explanations and directions for future research are discussed.

In this study, we investigated associations between the characteristics of the neighborhoods in which young adults live and their feelings of loneliness, using data from different sources. Participants were drawn from the Environmental Risk Longitudinal Twin Study. Loneliness was measured via self-reports at ages 12 and 18 years and also by interviewer ratings at age 18. Neighborhood characteristics were assessed between the ages of 12 and 18 via government data, systematic social observations, a resident survey, and participants’ self-reports. Greater loneliness was associated with perceptions of lower collective efficacy and greater neighborhood disorder but not with more objective measures of neighborhood characteristics. Lonelier individuals perceived the collective efficacy of their neighborhoods to be lower than did their less lonely siblings who lived at the same address. These findings suggest that feelings of loneliness are associated with negatively biased perceptions of neighborhood characteristics, which may have implications for lonely individuals’ likelihood of escaping loneliness.

Organizations maintain their desired level of cybersecurity by evaluating the information security (ISec) effectiveness of their organizational units. Numerous ISec studies have delved into examining individual compliance, yet studies that develop an understanding about achieving the desired effect of the workgroup ISec have been scarce in the literature. Against this backdrop, this research note draws on the input–process–output framework to take a multilevel approach and examines how an individual security factor (“individual self-efficacy”) and two core workgroup mechanisms (“workgroup collective efficacy” and “security knowledge coordination”) can together affect workgroup information security effectiveness (WISE). Using a survey, data for the independent variables of the study was collected from 68 branch offices (with 536 employees in total) of a law enforcement agency in South Korea. Separately, for WISE, we obtained the branch offices’ annual security assessment scores from the organization. The results reveal the cross-level nature of WISE, suggesting that group mechanisms significantly mediate the relationship between individual self-efficacy and WISE. The results support the view that group mechanisms are important in ISec management and need to be considered alongside the individual-level analysis in the pursuit of workgroup ISec performance. The findings provide insightful implications for both theory and practice.