A theoretical analysis is advanced that discusses social cognitive theory a
t the group level to explain the formation and impact of collective efficac
y. The study used student- and school-level data from a sample of urban ele
mentary schools. Consistent with social cognitive theory, mastery experienc
e was found to be a significant predictor of differences between schools in
teachers' collective efficacy perceptions. In addition, after controlling
for student demographic characteristics and prior achievement, collective e
fficacy was positively and significantly related to differences among schoo
ls in student achievement. Finally, the amount of consensus among faculty m
embers regarding collective efficacy perceptions was not a significant pred
ictor of student achievement, nor was it significantly related to school so
cioeconomic status or minority concentration.