Date Available

12-11-2019

Year of Publication

2019

Document Type

Doctoral Dissertation

Degree Name

Doctor of Education (EdD)

College

Education

Department/School/Program

Educational Leadership Studies

Advisor

Dr. Lars Bjork

Abstract

The purpose of this study was to examine principal behaviors, identified by teachers and principals, which foster collective efficacy among teachers. As instructional leaders of a school, principals are expected to lead their schools. Behaviors exhibited by the principal can either help or hinder the success of the school and teachers and students in that school. This study will assist principals, aspiring principals, and instructors of principal preparation programs in knowing what behaviors are necessary to foster collective efficacy in their schools, leading to greater success for that school.

Collective efficacy is a shared belief that by working together, “we can make a difference.” This belief is of great importance in education because through collaboration, educators can influence the lives of children, while positively impacting the success of their school. In a world where testing accountability determines individual and school success, it is imperative to know how to meet those demands.

Schools were chosen to participate in this study based on self-reported Collective Efficacy survey results. Principals of grades 9-12 in high-performing rural high schools in Kentucky were surveyed. Following the survey, three schools were chosen as focus sites for this study. The three schools chosen demonstrated high performance on state accountability assessments and had the highest self-efficacy scores on the self-reported survey. Principals and teachers from those schools were interviewed and/or participated in focus groups.

This study identifies behaviors of the school principal in building collective efficacy among the teachers in his or her school. These behaviors can lead to a positive school environment and even greater success for students and teachers.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2019.468

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