Abstract

Contemporary educational challenges require collaborative strategies among teachers to enhance problem- solving capabilities and achieve educational objectives. Endorsed by Hargreaves & O'Connor (2020), such collaboration is pivotal not only for improving student performance and teacher retention but also for fostering innovation. The importance of collaboration is legislatively recognized in Chile through Law No. 20.903, promoting the formation of Learning Communities, and positioning it as a catalyst for educational progress. Effective online collaboration requires sustainability and integration into professional practices, with school leadership being instrumental in creating a conducive environment for this collaboration (Bol & iacute;var, 2010; & Ccedil;oban et al., 2023). Professional Learning Communities (PLCs), as per Stoll et al. (2006), benefit from mutual trust, respect, and shared responsibilities, evolving through stages from sharing experiences to achieving self-regulation. This study aims to measure perceptions of collaboration and collective efficacy. Employing a quantitative, descriptive, and correlational methodology within a non-experimental cross-sectional design, the study included a sample of 266 Chilean teachers. The survey integrated three Likert-type scales assessing online collective teacher efficacy, teacher collaboration, and teacher self-efficacy. The efficacy scale (Tschannen-Moran et al., 1998) comprised two dimensions-group competence and task analysis-with 12 items. The collaboration scale (Goddard et al., 2015) measured support structures, frequency of collaboration, and collective policy work, totaling 13 items. The self- efficacy scale (S & aacute;nchez, 2020) included dimensions for using online tools and teaching self-efficacy, with 18 items in total. Results showed good internal consistency across scales: collective teacher efficacy (ECL) scale alpha = 0.812, with group competence alpha = 0.811 and task analysis labor alpha = 0.652. The overall teacher collaboration scale alpha was 0.913, with dimensions ranging from alpha = 0.795 to alpha = 0.934. The teacher self-efficacy scale registered an alpha of 0.924. Descriptive analysis revealed significant differences in task analysis labor between schools of varying performance levels: low (N=41, M=23.34, SD=4.109), medium (N=153, M=27.379, SD=4.318), and high (N=40, M=28.325, SD=4.411). Post hoc analysis confirmed these differences, reflecting disparities in teacher perceptions aligned with their schools' performance categories. Correlation analysis identified strong relationships between instructional policy collaboration and formal collaboration (r=0.620, p < .001) and between the use of online tools and teaching self-efficacy (r=0.810, p < .001). This suggests that teacher efficacy on individual online tasks is closely linked to their ease of use with digital teaching tools. The study's discussion points to formal teacher collaboration in policy design as being significantly beneficial. Leadership is instrumental in this, as it enables alignment of individual and group goals, fostering effective collaborative practices. The need for collective efficacy and peer support for educational success is emphasized, particularly in adapting to and managing online teaching, which correlates strongly with perceived self-efficacy. Collective efficacy is a stronger predictor of student achievement than socioeconomic status, and it is influenced by the performance category of educational institutions, highlighting structural differences within schools. The conclusions of the study recognize the growing trend of online education and the challenges it presents, especially at the primary and secondary education levels.