Collective Teacher Efficacy in Context of Students’ Externalizing Behavior Problems: A Systematic Review

Abstract

Externalizing behavior problems (EBPs) pose a significant risk to students' development. Additionally, EBPs disrupt classroom and school-wide processes posing both individual and collective challenges for teachers. In teamwork structures, particularly in inclusive and special educational settings, it is crucial that teachers not only perceive themselves as individually effective but also experience a high level of collective teacher efficacy (CTE). This review provides a systematic overview of how CTE impacts the development of students with EBPs and identifies relevant interventions for developing CTE when working with these students. Although there is very little research on the relationship between CTE and EBPs in students, targeted articles indicate that a high level of CTE can help reduce EBPs and foster prosocial behavior, especially in students growing up in socio-economic deprivation. Additionally, implementing a school-wide intervention measure to reduce problem behavior or strengthen positive behavior (in the sense of School-wide Positive Behavior Interventions and Supports) promotes CTE. From these findings, potential for school-wide pedagogical approaches, as well as the implications for school and professional development, are derived.