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Author ORCID Identifier
https://orcid.org/0000-0001-2345-6789
Date Available
6-2-2026
Year of Publication
2026
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
Educational Leadership Studies
Faculty
John Nash
Abstract
This study aimed to explore how educators involved in the Certificate of Educational Technology and Information Literacy (COETAIL) program perceived the development of their professional capital within an online, cohort-based professional learning community. Based on Hargreaves and Fullan’s (2012) concept of professional capital, which includes human, social, and decisional capital, and guided by social learning theories, the study examined participants’ perceptions of professional capital development, the program features related to that development, and how participation influenced their professional paths. The research focused on international school settings, where educators often rely on networked professional learning because of geographic mobility and limited access to ongoing local professional development.
A sequential explanatory mixed-methods design was employed. Quantitative data were gathered using a modified 27-item Professional Capital Survey, completed by 26 COETAIL graduates, followed by qualitative interviews with 11 participants to further explore patterns identified in the survey data. Quantitative results revealed consistently high perceptions of professional capital across all three dimensions, with decisional capital having the highest average and social capital exhibiting the greatest variability. Qualitative findings highlighted the importance of collaborative learning, reflective practice, and authentic application in fostering professional growth. Participants also identified cohort-based collaboration, structured reflection, applied projects, and access to global networks as key factors in their development.
Findings show that professional capital is experienced as a cohesive and mutually reinforcing process. Participation was also associated with increased confidence, agency, and readiness for leadership, with implications for teacher leadership and professional development in international school settings.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2026.315
Archival?
Archival
Recommended Citation
Sheridan, Benjamin J., "The Relationship Between Participants in the Certificate of Educational Technology and Information Literacy (COETAIL) Program and Professional Capital" (2026). Theses and Dissertations--Educational Leadership Studies. 78.
https://uknowledge.uky.edu/edl_etds/78
Included in
Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Technology Commons, Elementary Education Commons, Elementary Education and Teaching Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
