Education Commons^™

Leadership And Teacher Agency For Inclusive Classrooms: Insights About Integrating Students With Disabilities Into Inclusive Classrooms From Teachers And School Leaders In Three International Schools, Chad Wood

Dissertations

As international schools continue to flourish, they must consider how to be inclusive and meet the needs not only of multicultural populations of students, but also the needs of students with diagnosed learning difficulties (i.e., students with special needs). Promoting teacher agency is a potentially important component in successfully implementing inclusive practices given that teachers are key actors in the implementation process. Currently, however, there is limited empirical evidence regarding the interconnectedness of teacher agency and inclusion of special needs populations in international schools.

This qualitative research explores the role of school leaders in promoting teacher agency to support the …

A Case Study Examining How Culture And Shared Leadership Practices Improve Literacy, Jennifer Gutierrez

Doctoral Dissertations and Projects

The purpose of this case study is to examine how school leaders create a school culture driven by shared leadership practices to improve literacy in an urban Title I elementary school. Shared leadership practices are defined as transformational and instructional leadership that ensures all stakeholders are included as active participants, and that collaborative objectives are carried out (DeWitt, 2017). The central research question is, how do school leaders create a school culture driven by shared leadership practices to improve literacy in urban elementary schools? The theory guiding this study is Bandura’s self-efficacy theory, as it impacts the direction of behavior …

Teacher Self-Efficacy And The Inclusive Christian School Classroom, Richard J. Mudrow

Doctor of Education (Ed.D)

Research indicates that one in five students nationwide struggles with a learning difficulty or disability that affects the student’s ability to learn (Galiatsos et al., 2019). Nationwide, Christian schools are enrolling students with disabilities (SWDs), but it is difficult to determine the specific number of SWDs enrolled in Christian schools (Association of Christian Schools International, 2021). In the inclusive school setting, whether public or private, teachers and administrators are often underprepared in their approach to the education of SWDs (Cooc, 2019; Kirk et al., 2021; Krämer et al., 2021). The purpose of this study is to explore how teaching SWDs …

The Lived Experiences Of Challenges Faced By Female Stem Degree Holders While In Their Programs: A Phenomenological Study, Rebecca Keeter-Lee

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological research study was to describe the challenges female higher education students (FHESs) experience in their science, technology, engineering, or mathematics (STEM) degree program. The central research question guiding the study was: How do female higher education STEM research participants describe their lived experiences while in their degree programs? Sub-Question one was, How do female higher education students describe the influence their personal history had on their choice to pursue a higher education STEM degree? Sub-question two was: How do female higher education students in STEM program describe their reality versus their expectation going into …

Exploring Principals’ Perceptions About Collective Efficacy In Urban K-8 New Jersey Schools Designated For The School Improvement Process, Crystal M. Joye

Seton Hall University Dissertations and Theses (ETDs)

Leadership plays an important role in determining organizational culture and maintaining a commitment to the collective goal. Leaders not only play a critical role in developing and implementing policies to direct an organization toward a goal, but also serve as role models for those with whom they work. Research has shown that relationships between principals and teachers are critical to impact teaching practices, school climate, and students positively, yet these relationships can affect student learning and achievement.

Research has also shown that students’ overall performance in school and any decrease in their overall achievement data are directly related to teacher …

Administrators' Capacity For Supporting Reform-Oriented Science Instruction: An Urban School District Case Study, Venicia Ferrell, Joanna K. Garner

Center for Educational Partnerships Publications

Secondary school administrators play a vital role as instructional leaders, but little is known about their knowledge of science practices and perceptions of strategies for supporting reform-oriented science instruction. This multiphase, mixed-methods Q-Methodology study explored administrators' perceptions of instructional leadership and, in particular, high-quality science instruction. After a concourse of 40 items was developed through a review of literature and an expert panel, n = 22 administrators from one urban school district completed a Q-sort and a post-sort questionnaire in which they commented on a lesson excerpt. Principal components analysis with varimax rotation was used to assimilate the participants into …

Strengthening The Academic Progress Of Students Within Multi-Tiered Systems Of Support, Leslie Dial

Electronic Theses and Dissertations

Leadership in education is thinking, communicating, and modeling to maximize student growth and achievement. This quantitative research study explored how leadership can strengthen the academic progress of students within Multi-Tiered Systems of Support (MTSS). When implementation of MTSS is guided by adaptive school leadership, educators will be prepared, communication will occur, interventions will be established, and data will be evaluated. Adaptive leaders who build efficacy will ensure fidelity and continuous improvement of student achievement.

Survey research was conducted to analyze the operational level of MTSS regarding the domains of Leadership, Building Capacity for Instruction, Communication and Collaboration, Data-Based Problem-Solving, Tiered …

Professional Learning Cultures At Work: How Principals Serve As Catalysts For Learning, Christopher J. Tranberg

Doctoral Dissertations

Principals are an influential factor in a child’s academic success (Manna, 2015; Louis et al., 2010; Waters et al., 2003). Although the path of influence is often indirect, principals affect student learning by developing and sustaining strong professional learning cultures (Hattie, 2009; Leithwood & Jantzi, 2012). As a result of the complexities surrounding principalship, a desire to understand the attributes, skills, and leadership actions of successful principals persists as an international focus of educational research. This study examines principalship through the experiences of various stakeholders within a school system utilizing a descriptive single case study ethnographic qualitative approach. This approach …

Privilege, Power, And Marginalization: Creating Teacher Alliances For An Inclusive International School Community, Clarence Kerry Best

The Dissertation in Practice at Western University

NXS began as an experimental bilingual school in a major urban city in Taiwan. Over its twenty-year history, the school transitioned from offering English language instruction for local students to a fully WASC accredited and IB authorized World School. The foreign staff grew from a few staff to comprising two-thirds of the 150-teaching faculty. Despite the size and potential impact of foreign teachers, they have no voice in the school, are excluded from setting the direction of the school, and are largely absent from the life of the school community. Limited opportunities for advancement and intense competition result from few …

A Comparison Of The Efficacy And Beliefs Of Middle School Math Teachers And Science Teachers Towards Stem Education, Kenneth Lamar Deal Jr

Doctoral Dissertations and Projects

Little research exists in the attitudes and efficacy of middle school math teachers and science teachers toward Science, Technology, Engineering, and Math (STEM) education. STEM education refers to an integrated approach to teaching math and science that incorporates problem solving, problem-based learning, and discovery rather than teaching these disciplines in isolation. Teachers’ efficacy and beliefs, outcome expectancy beliefs, and the use of STEM instructional strategies may vary by discipline. Each of these aspects are important in designing professional learning to meet the teachers’ needs as well as their capacity to implement integrated, problem-based learning into the classroom. Research suggests teacher …

Mindfulness, And Workplace Outcomes For Secondary Teachers, Jonathan Erickson

CGU Theses & Dissertations

For teachers to most effectively teach and support students in their classrooms, we want them to feel good about the work they do and burnout from emotional exhaustion. This study investigates how mindfulness, as measured by a comprehensive questionnaire, may play an important role in supporting teachers’ well-being, and specifically asks how mindfulness and other demographic factors may affect the key workplace outcomes of job satisfaction, efficacy, burnout, and resilience. Analyses were performed on data collected from 86 participants, of 330 who were contacted, and who were all secondary teachers in the Los Angeles area at total of five urban …

The Impact Of Formal Panhellenic Recruitment On The Development Of Efficacy For Sorority Women, Amanda Jill Horvat

LSU Doctoral Dissertations

Little to no research has been conducted to assess the impact of formal sorority recruitment processes on efficacy levels of sorority women. While numerous studies have been conducted concerning the development of individual women and skills gathered throughout their collegiate experience, there has been limited research on how participation in sorority recruitment may impact psychological and physiological states, and increase or decrease self and collective efficacy.

If the original intent of sororities was to provide friendship, support, and encouragement, are current formal recruitment methods, supported by the National Panhellenic Conference, meeting that goal? Addressing this question requires an in-depth understanding …

Exploring Principals' Perceptions About Efficacy In Arizona Urban Schools Designated For The School Improvement Process, Charlotte Patterson

Seton Hall University Dissertations and Theses (ETDs)

Studies have determined a positive relationship exists between the self-efficacy of students and academic achievement, and teacher efficacy and student achievement. For over a decade schools have been publicly targeted for school improvement in a process with implications for efficacy. The purpose of this qualitative study was to determine if principals’ perceptions about efficacy impacted their practices leading school improvement. Principals’ responses to two research questions led this study:

1. How do principals describe their perceptions about the efficacy of their school community relative to the school improvement status, label, or rating for their school?

2. How do principals describe …

From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia

STEMPS Faculty Publications

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent …

Exploring The Ways In Which Highly Efficacious Intermediate Teachers Employ Best Practices In Reading Instruction For Struggling Readers, Terrence P. Young

Electronic Theses and Dissertations

The purpose of this mixed method study was to build on the earlier efficacy work of Tschannen, Moran, and Hoy (2001) and the reading teacher efficacy work of Szabo and Mokhtari (2004) to add to educational research related to teacher efficacy and reading. This study is specifically focused on the teaching of reading to struggling readers at the intermediate levels. The study was guided by four research questions that focused on the teaching of struggling readers at the intermediate level. Reading teacher self-efficacy levels were established through a survey instrument. In addition, data from two interviews, structured and semi-structured, about …

The Effects Of Instructional Leadership On Teacher Efficacy, Michelle L. Pearce

Doctor of Education in Educational Leadership Dissertations

This study sought to examine the effects of instructional leadership behaviors on teacher efficacy. The body of literature examined influenced the nature and implementation of this study. Previous studies were used to shape the lens of this body of work. The focus was at the elementary level examining the perceptions of principals and teachers. The two forms of instrumentation included the Principal Instructional Rating Management Scale developed by Phillip Hallinger and used in similar studies cited in this work. The teachers completed the Teacher Self-Efficacy Scale based on the work of Tschannen-Moran and Woolfolk-Hoy. The perceptions of participants were examined …

The Impact Of Principal Leadership Behaviors On The Efficacy Of New And Experienced Schools To Watch-Taking Center Stage Middle School Teachers, Melanie A. Dopson

Dissertations

Purpose: The purpose of this quantitative study is to identify the impact of principal leadership behaviors on the efficacy of new and experienced teachers in California STW-TCS middle schools.

Methodology: This quantitative study investigated leadership behaviors of principals that enhance the efficacy of teachers. Teachers from Bay Area – Sacramento STW-TCS middle schools were surveyed using the Teacher Sense of Efficacy Scale (TSES) and Principal Rating and Rating Scale (PRRS). Demographic information was obtained to compare principal behaviors and teacher efficacy in relation to teacher gender, teacher years of experience, poverty level of school, school size, and location of school …

Enriching Teacher Self-Efficacy Through A Support Centric Evaluation Model: A Mixed Methods Study Of Team's Impact On Teacher Self-Efficacy, Elizabeth Marie Norton

Doctoral Dissertations

The effectiveness of teacher evaluation systems is determined by the extent to which they can support improved instructional practice. Research suggests that implementation factors such as attitudes of school leaders (Kimball & Milanowski, 2009), perceptions of fairness (Delvaux, Vanhoof, Tuytens, Vekeman, Devos, & Petegem, 2013), the relationship of the evaluator and the teacher (Weber, 1987), and the quality of the feedback provided can all impact the effectiveness of the evaluation system (Conly & Glasman, 2008; Danielson, 2012; Delvaux et al., 2013; Weber, 1987). This mixed methods study attempted to determine the extent to which these implementation characteristics occurring within the …

The Social Context Of Urban School Reform: Collective Efficacy And Student Achievement, Carla E. Ellis

College of Education Theses and Dissertations

The purpose of this correlational study was to determine if between-school variance in school-level student achievement is related to collective teacher efficacy in 10 urban elementary schools in Chicago. It also examined the effects of teacher leaders’ implementation of a School-University partnership and the leadership characteristics of principals on school collective efficacy. Collective teacher efficacy was measured using Goddard’s (1998) 6-point 21-item Likert Collective Teacher Efficacy scale. There were 280 teachers and 53 teacher leaders who completed the scale. The Collective Teacher Efficacy scale results were analyzed and examined in relationship to school-level Iowa Test of Basic Skills (ITBS) test …