Perceptions of School Leaders on Establishing and Sustaining Systems to Foster Collective Efficacy

Autor/inn/en	Draper, Ed; Kelly, Brandi L.; Molina, Kathleen
Titel	Perceptions of School Leaders on Establishing and Sustaining Systems to Foster Collective Efficacy
Quelle	(2023), (133 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Louis University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-7419-2
Schlagwörter	Hochschulschrift; Dissertation; Instructional Leadership; Principals; Administrator Attitudes; School Administration; Teacher Effectiveness; Outcomes of Education; Academic Achievement; Barriers; Educational Quality; School Culture; Feedback (Response); Communities of Practice; Missouri; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Schulleistung; Quality of education; Bildungsqualität; Schulkultur; Schulleben; Community
Abstract	In this problem-based research project, the research team investigated the importance of school leadership with an emphasis on how school leaders can foster collective teacher efficacy through the implementation of school systems to increase student learning. This study will add to current research on school leaders' knowledge of collective teacher efficacy and highlight school systems and processes shown to increase collective teacher efficacy and student outcomes. During this project, the team examined why school leaders face difficulties when building systems to foster collective teacher efficacy and considered how school leaders can improve their efforts to impact student achievement. In an investigation of the barriers school leaders face in the quality implementation of evidence-based practices to foster collective teacher efficacy, the team created a thirty-four-question survey. The survey targeted current principals employed in the states of Missouri and Illinois. Over two hundred administrators at varying stages of their service voluntarily completed the survey. The survey examined school principals' beliefs regarding the development of collective teacher efficacy, systems to support collective teacher efficacy, aspects of quality implementation of those systems, common barriers, and the relationship between school culture and collective teacher efficacy. Survey responses indicated principals value teacher empowerment, supportive leadership, implementing a common and viable curriculum, and creating a shared vision as a component of school culture. Lack of teacher self-efficacy was identified as a barrier to the development of Collective Teacher Efficacy, and principals identified strategies such as regularly observing classroom practices and providing feedback to ensure quality implementation of effective school systems. Based on an analysis of the survey findings, the research team developed three recommendations for administrators to consider for the development of Collective Teacher Efficacy. The recommendations included administrators gaining an honest assessment of the building climate before implementing a vision, creating and communicating a shared vision, and implementing highly effective professional learning communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01