Principal Leadership Competencies and Collective Teacher Efficacy: An Interpretive Multi-Case Study
Date
2017-12-21
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
This qualitative interpretive multi-case study explores the relationship between principal leadership competencies and collective teacher efficacy. The case examined principals engaged in collective teacher efficacy in the bounded case of elementary schools. The primary research question was, "Is there a relationship between specific principal leadership competencies and collective teacher efficacy as demonstrated and understood by a select group of principals?" Focus groups and individual interviews were used to gather appropriate data. The case study was based upon the research-supported assumption that if school leaders created an environment where a strong sense of collective efficacy was present among teachers, it may lead to increased indicators of a staff that had a strong sense of collective efficacy (Goddard, 2000, 2001). From the data analysis, various themes emerged as having a positive impact on collective teacher efficacy: embodying visionary leadership, fostering effective relationships, leading a learning community, and providing instructional leadership. Indicators of such collective teacher efficacy were strong teacher practice, collaboration, conversations/language, and positive relationships. Results from this study provide new insights on how principals can effectively develop collective teacher efficacy as part of their school culture.
Keywords: collective teacher efficacy, principal leadership competencies, social cognitive theory
Description
Keywords
Principal Leadership Competencies, Collective Teacher Efficacy, Social Cognitive Theory
Citation
Serediuk, Z.B. (2017). Principal leadership competencies and collective teacher efficacy: an interpretive multi-case study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.