COLLECTIVE TEACHER EFFICACY AND TEACHER PERFORMANCE IN RESOURCE-CONSTRAINED CONTEXTS: A MULTIDIMENSIONAL AND STRUCTURAL PERSPECTIVE FROM MIDDLE SCHOOLS IN GUIZHOU PROVINCE

Abstract

This study explores collective teacher efficacy (CTE) as a multidimensional construct influencing teacher performance in resource-constrained contexts, with a focus on middle schools in Guizhou Province, China.  Drawing on Bandura’s social cognitive theory and professional community research, the study develops a conceptual framework that captures the motivational, cognitive, collaborative, and normative mechanisms linking CTE to teacher performance. It further examines how structural conditions—such as resource inequality, accountability systems, and governance models—moderate this relationship. The findings suggest that improving teacher performance requires not only strengthening collective beliefs but   also   aligning   them   with   institutional   design.   By   integrating   psychological   and organizational perspectives, this article contributes to a context-sensitive understanding of CTE and offers practical insights for educational administration in underdeveloped regions.