Edwards, Frances2025-11-052025-11-052025Edwards, F. (2025). The development of teacher self and collective efficacy through a research practice partnership project. Professional Development in Education, 1-17. https://doi.org/10.1080/19415257.2025.25740581941-5257https://hdl.handle.net/10289/17753This paper outlines the affordances provided through teacher engagement in an educational research partnership project for the development of teacher self-efficacy and collective teacher efficacy. Six teachers, previously involved in a successful two-year project, chose to commit to continuing to research and develop their practice. They agreed to focus on whole class teaching which was an area of interest for their community of schools. This qualitative study utilised audio recordings of workshops, and artefacts produced by these teachers. Data was analysed thematically. Findings show there was clear evidence of growing individual and collective teacher efficacy as teachers used common language and shared and analysed student data over time. The teachers also became more prominent in their role as teacher leaders and proactive and engaged in planning for student improvement within and across their schools. Factors that contributed to teacher self-efficacy and collective efficacy were identified. Implications for teachers and schools are discussed.enAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Journal Article10.1080/19415257.2025.25740581941-52653901 Curriculum and Pedagogy3903 Education Systems39 Education3903 Education systems3904 Specialist studies in education17 Partnerships for the Goals