Principal Leadership Competencies and Collective Teacher Efficacy: An Interpretive Multi-Case Study

Simple item page
dc.contributor.advisorDonlevy, James Kent
dc.contributor.authorSerediuk, Zoe Bernadette
dc.contributor.committeememberKawalilak, Colleen
dc.contributor.committeememberPatterson, Margaret Edna
dc.date2018-06
dc.date.accessioned2018-01-23T16:58:25Z
dc.date.available2018-01-23T16:58:25Z
dc.date.issued2017-12-21
dc.description.abstractThis 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 theoryen_US
dc.identifier.citationSerediuk, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5389
dc.identifier.urihttp://hdl.handle.net/1880/106308
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectPrincipal Leadership Competenciesen_US
dc.subjectCollective Teacher Efficacyen_US
dc.subjectSocial Cognitive Theoryen_US
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Elementaryen_US
dc.titlePrincipal Leadership Competencies and Collective Teacher Efficacy: An Interpretive Multi-Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
ucalgary.thesis.checklistI confirm that I have submitted all of the required forms to Faculty of Graduate Studies.en_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
ucalgary_2017_serediuk_zoe.pdf
Size:
1.99 MB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.74 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Open Theses and Dissertations