Author ORCID Identifier
https://orcid.org/0009-0000-1046-7649
Date Available
4-30-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
Dr. Mary John O'Hair
Faculty
Dr. Lu Young
Abstract
Research has shown that the school librarian occupies a unique and singular role in school settings. As such, their belief in their ability to master professional competencies is often self-referential and subject to negative influence from external organizational forces. This Mixed-Methods Action Research study explored the effect targeted institutional support for professional practice, via Peer-to-Peer Observation and Feedback cycles, has on perceptions of professional self-efficacy among the school librarians in one district.
A literature review focused on self-efficacy theory and school library research relating to role perception, organizational positioning, professional competencies, and job satisfaction anchored the diagnosis phase of this study. Informal conversations with stakeholders and a review of organizational data combined with the literature to refine a problem of practice. Reconnaissance findings indicated that school librarians value peer collaboration and respect feedback offered by their peers at other schools. Peer-to-Peer Observation and Feedback cycles were identified as an appropriate vehicle to effect positive changes in self-efficacy beliefs and related professional growth. Five volunteer participants completed eight P2P cycles over the course of four months. The study findings suggest that intentionally integrating P2P cycles into professional growth plans for school librarians could address lingering challenges with isolation and organizational siloing. Though findings are not generalizable, they do support existing research regarding high yield professional learning strategies and professional support for school librarians.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.36
Recommended Citation
Reno, Kelli D., "THE USE OF PEER-TO-PEER OBSERVATION AND FEEDBACK CYCLES TO ADDRESS FACTORS IMPACTING PERCEIVED PROFESSIONAL SELF-EFFICACY OF SCHOOL LIBRARIANS IN A KENTUCKY SCHOOL DISTRICT: A MIXED METHODS ACTION RESEARCH STUDY" (2025). Theses and Dissertations--Educational Leadership Studies. 58.
https://uknowledge.uky.edu/edl_etds/58
Included in
Educational Leadership Commons, Library and Information Science Commons, Other Teacher Education and Professional Development Commons
