Abstract
This article introduces relatively new concept of teacher collective efficacy. This concept hasn't gained strong support in research yet but results of existing studies indicate its potential to be useful in educational environment.
However, there are some conceptual and methodological issues linked to teacher collective efficacy. First purpose of this article is to introduce theoretical background of self-efficacy and teacher self-efficacy, which is an older and more researched concept with large impact on the development of teacher collective efficacy.
Main accent is put on explanation of theoretical issues, that are historically linked with teacher selfefficacy and that partly influenced teacher collective efficacy for example due to used questionnaires. The main part summarizes present definitions and approaches to teacher collective efficacy and important researches.
Existing researches are concerned in relation of teacher self-efficacy and teacher collective efficacy and its influence on students, individual teachers or whole teaching staff. Another important part deals with existing measurements of teacher collective efficacy.
The conclusion of this article is a proposal for direction of future research and what kind of major problems is necessary to overcome.