Main Article Content
Teacher efficacy is central to educational reforms and research has probed teacher efficacy at teacher and school community level (collective teacher efficacy). Both constructs were framed from the social cognitive theory. The study explored the nature of the relationship between components of agriculture teacher efficacy and collective teacher efficacy in the context of Eswatini senior secondary school. The study was descriptive-correlational using a census (N= 163) of senior secondary agriculture teachers with 5 years or less teaching experience. Agriculture teacher efficacy was measured using an adapted Teachers’ Self-Efficacy Scale (TSES) and collective teacher efficacy (CTE) was measured using the short-version of CTE scale. TSES was adapted to the context of teaching agriculture at Eswatini senior secondary using 2 focus group discussion involving agricultural education experts. The instruments of the study were self-administered. Correlation analysis revealed a positive and low to moderate relationships between agriculture teacher efficacy components (classroom management, instructional strategies, student engagement and practical work management) and collective teacher efficacy. The conclusion from the study is that agriculture teacher efficacy and collective teacher efficacy share sources of efficacy information, hence moderately correlated. The study recommends that teacher training institutions and schools should closely collaborate to build both teacher and collective teacher efficacy.