- Help teachers connect with one another . In many places, teacher collaboration became an early casualty in the shift to online learning, leaving many teachers with few formal ways to support each other. Research finds, however, that such "depersonalization" (feeling distanced from colleagues and students) is linked to lower levels of teacher well-being (Pillay, Goddard, & Wilss, 2005). Conversely, access to supportive professional networks is linked to higher levels of teacher efficacy (Moolenaar, Sleegers, & Daly, 2012) and lower levels of burnout (Lim & Eo, 2014). So, one of the most important things schools can do right now is ensure teachers continue to connect with one another—even something as simple as 30-minute video-call team meetings.
- Frame professional conversations around problem solving . As Bandura (2000) notes, efficacy can be threatened or enhanced by a few influential or vocal teachers. Therefore, it's important to keep teacher conversations productive—focused on both listening to as well as solving one another's problems to build a shared sense of optimism and efficacy.
- Help teachers achieve small successes . According to a study that tracked daily experiences at work of 238 employees, people were happiest when they felt they were making progress—even small steps—toward meaningful goals (Amabile & Kramer, 2011). According to the study, these workers didn't need everything to go swimmingly to feel efficacious—it was enough to feel they were making strides toward overcoming challenges.
- Help teachers learn from one another . Efficacy often emerges from "vicarious experiences"—seeing people we relate to overcoming challenges like our own (Bandura, 1997). This suggests formal professional learning isn't the only, or even best, path to building efficacy; it may even backfire if it makes teachers feel more overwhelmed or incompetent. What is likely more helpful is giving teachers time to learn from one another through (virtual) classroom observation or collective problem-solving.
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References
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