Author ORCID Identifier
https://orcid.org/0009-0001-1492-3274
Date Available
12-15-2025
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Education Sciences
Faculty
Justin Bathon
Faculty
John Nash
Abstract
This study examined the relationship between collective teacher efficacy (CTE) and distributed leadership practices among elementary special education teachers. CTE reflects teachers’ shared belief in their collective ability to improve student outcomes, while distributed leadership emphasizes shared decision-making, collaboration, and shared responsibility across school personnel.
Using a sequential explanatory mixed-methods design, the study combined survey data from the Collective Teacher Belief Scale with follow-up interviews. Survey results from 31 special education teachers indicated moderate to high levels of CTE, with slightly greater confidence in managing student behavior than in delivering instruction. Interviews with teachers across varying CTE levels provided deeper insight into the conditions that strengthened or constrained their sense of efficacy and the leadership practices that shaped it.
Findings confirmed Donohoo et al.’s (2020) five enabling conditions of CTE, while also identifying additional conditions uniquely relevant to special educators, including workload and capacity. Distributed leadership practices, particularly Situational Distribution, emerged as critical in supporting teachers. Leadership was viewed as most effective when it was responsive to daily challenges, provided practical support, and fostered collaboration and professional learning.
This study contributes to the literature by extending existing frameworks of CTE and distributed leadership to the context of special education. The findings suggest that responsive, distributed leadership can strengthen collective efficacy, improve working conditions, and enhance both teacher retention and student outcomes.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.538
Recommended Citation
Jones, Emma L., "Exploring the Collective Efficacy of Elementary Special Education Teachers and its Relationship to Distributed Leadership" (2025). Theses and Dissertations--Educational Leadership Studies. 66.
https://uknowledge.uky.edu/edl_etds/66
