This study investigates the manifestations of collective agency among six Chinese university EFL teachers in a research institute using a qualitative inductive method and a social cognitive perspective. Findings reveal collective agency manifested in three ways: forming a collective mode of practice aligning goals, fostering a dual-natured social network supporting professional development, and maintaining a shared belief in group efficacy enhancing collaboration and collective identity. The study enriches understanding of collective agency's dynamism and complexities in a Chinese context, offering practical implications for teachers and administrators.

Li Tao, Yu Wang