Collective efficacy
Collective efficacy is the shared belief among a group of individuals in their ability to work together to achieve common goals and overcome challenges. Originating from the work of psychologist Albert Bandura in the 1970s, this concept emphasizes that when a community or group is confident in its collective capabilities, it is more likely to succeed in initiatives, whether in educational settings, neighborhood safety, or organizational performance. For instance, when teachers believe they can raise student test scores, they are more likely to take effective actions that lead to improved results, even though the students themselves perform the tests.
Factors influencing collective efficacy include the empowerment of group members, clearly defined and measurable goals, unity in approach, and supportive leadership. Groups that feel capable of making a difference are more persistent, innovative, and likely to work collaboratively towards achieving their objectives. Conversely, communities that lack confidence in their collective strength may become passive and see little to no change in their circumstances. Overall, the degree of collective efficacy within a group significantly affects its engagement and success in addressing shared challenges.
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Collective efficacy
According to the theory of collective efficacy, when a group of individuals believes that through their collective effort they can overcome challenges, they are more likely to succeed. For example, if neighbors in a community believe that together they can overcome crime, their efforts will result in a decrease in crime. Conversely, if they do not feel that they can overcome crime by working together, their actions are less likely to result in change. The theory of collective efficacy is commonly applied in education, law enforcement, and community activism situations.
Background
In the term collective efficacy, “collective” refers to a group of human beings with a shared purpose. “Efficacy” comes from the Latin efficacia, which means “powerful, effective, and efficient.” The theory of collective efficacy originated with Canadian psychologist Albert Bandura (1925-2021), who is best known for his Bobo Doll studies in observational psychology. Bandura proposed the theory of collective efficacy in the 1970s while at Stanford University. He observed that when members of a group, such as teachers in a school district or employees in a company, are confident that the team has the ability to accomplish a particular goal, they will likely succeed.
Overview
Albert Bandura’s collective efficacy theory states that people and their behavior can shape the outcome of certain events. The extent to which the group has confidence in its collective ability to make something happen directly affects its chances of achieving an objective. The theory holds true even when success is dependent on a group other than the one implementing the action. For example, teachers who believe that students’ test scores can be raised will achieve the goal of higher test scores even though another group—the students—will take the tests. In the decades since Bandura first proposed the collective efficacy theory, it has been implemented in numerous settings. Methods have been developed to measure its effectiveness, and studies have been conducted to document that effectiveness.
The key factor in collective efficacy is confidence in the group’s ability to create the desired outcome. This is true regardless of whether the outcome is improved student performance, reduced crime in a neighborhood, higher sales in a company, or some other group goal. According to the theory, when members of a group confidently believe that they can achieve a specified outcome, they are more likely to be persistent and less likely to give up on a course of action. They are willing to be innovative and set higher goals for themselves and those who might be involved in the process, such as students or customers.
The amount of effort a collective group puts into achieving its shared goal generally corresponds to the degree to which it expects success. For example, suppose two communities see an increase in illegal drug activity. One community wants to put a stop to it but does not think anything can be done. Furthermore, many community members feel that someone else, such as the police or the mayor, should deal with the problem. The members of the second community are confident that they can solve the problem and reclaim their neighborhood. The first community is likely to simply complain to officials who may be struggling to deal with the problem in multiple neighborhoods. As a result, the first community sees no change, which is what it expected.
The second community is more likely to determine what they can do to change the situation. The members of this community may start a crime watch, clean up the vacant areas where drug activities are occurring, and educate neighbors on how to observe and report suspected criminal activity. They are also more likely to persevere at making change happen, so they will continue these activities over many months even if they do not see immediate results. As a result, they are more likely to eventually experience a drop in crime in their neighborhood.
A number of factors help a group reach the level of confidence it needs for collective efficacy. The members of the group need to feel empowered to take the actions needed to make a difference. For example, telling employees that they can be successful in increasing sales is not sufficient for collective efficacy to occur; the employees need to work within a framework that allows them to reach customers in new and innovative ways.
The members of the group also need to be in agreement on the goal or goals. Groups are more likely to be successful when the goal is well-defined and measurable, so instead of setting a goal of “improving student performance,” a group might set a goal of improving standardized test scores by 10 percent.
Groups that apply a unified approach in reaching their goals are more likely to achieve collective efficiency, so having all teachers use the same format for class and using similar lesson plans and tests is more likely to result in success than having teachers work on their own. Supportive leadership that empowers and encourages group members is also important in achieving collective efficacy. The members of the group should also be attuned to situations that are likely to interfere with achieving the collective goal, such as a student who is struggling or an area of a neighborhood where residents are assisting criminal activity. Identifying and addressing these areas can also increase the likelihood of success.
Bibliography
Bandura, Albert. "Exercise of Human Agency Through Collective Efficacy." Current Directions in Psychological Science, 2000, doi.org/10.1111/1467-8721.00064. Accessed 24 Dec. 2024.
Cherry, Kendra. “Albert Bandura's Biography (1925-2021).” Verywell Mind, 20 Mar. 2023, www.verywellmind.com/albert-bandura-biography-1925-2795537. Accessed 24 Dec. 2024.
Donohoo, Jenni, et al. “The Power of Collective Efficacy.” ASCD, 1 Mar. 2018, www.ascd.org/publications/educational-leadership/mar18/vol75/num06/The-Power-of-Collective-Efficacy.aspx. Accessed 24 Dec. 2024.
Higgins, Brian R., and Joel Hunt. “Collective Efficacy: Taking Action to Improve Neighborhoods.” National Institute of Justice, 1 May 2016, nij.gov/journals/277/Pages/collective-efficacy.aspx. Accessed 24 Dec. 2024.
Hipp, John R. "Collective Efficacy: How Is It Conceptualized, How Is It Measured, and Does It Really Matter for Understanding Perceived Neighborhood Crime and Disorder?" Journal of Criminal Justice, vol. 46, 2016, p. 32, doi.org/10.1016/j.jcrimjus.2016.02.016. Accessed 24 Dec. 2024.
“The Importance of Collective Efficacy in Education.” University of San Diego Professional & Continuing Education, pce.sandiego.edu/collective-teacher-efficacy. Accessed 24 Dec. 2024.
Moore, Bobby. “Collective Efficacy: The Holy Grail for School Improvement.” Epic Impact Education Group, 10 Jan. 2018, www.epicimpactedgroup.com/blog/2017/9/8/collective-efficacy-the-holy-grail-to-school-improvement. Accessed 24 Dec. 2024.