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A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy

Ryba, Cameron M.
http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909

Abstract Details

2018, Doctor of Education, University of Akron, Educational Leadership.
School principals are continually searching for leadership practices that have the potential to directly enhance adult behavior and indirectly and positively influence student achievement. Previous research has indicated that a positive and statistically significant relationship exists between collective teacher efficacy beliefs and principal transformational leadership practices (Demir, 2008; Ninkovic & Floric, 2018; Prelli, 2016; Ross & Gray, 2006). In addition, schools characterized by higher levels of collective teacher efficacy have demonstrated higher levels of student achievement. Previous studies of collective teacher efficacy have focused on group outcomes based on the levels of collective efficacy beliefs held by the teacher’s studied. However, the research examining the relationship between specific leadership practices associated with transformational leaders that may develop and/or strengthen collective teacher efficacy beliefs has been minimal. The purpose of this study was to examine whether principal transformational leadership practices statistically significantly predicted collective teacher efficacy beliefs amongst K-12 teachers, while taking the contextual conditions of building level and teacher experience into consideration. Participants consisted of voluntary educators from one school district serving five elementary schools, one middle school, and one high school. A total of 233 participants completed the Educational Leadership Survey, Collective Efficacy Scale: Short Form, and demographic questionnaire. Results from the hierarchical linear multiple regression indicated that transformational leadership practices, when taken collectively with the demographic variables of building level and teacher experience, statistically significantly predicted collective efficacy beliefs in teachers. The positive and statistically significant relationship between transformational leadership practices and collective teacher efficacy beliefs indicated that as transformational leadership practices increase, so does collective efficacy beliefs in teachers. The results of this study provide practical applications to the daily work of principals in the implementation of targeted transformational leadership practices that are the strongest predictors of collective efficacy beliefs of teachers.
Xin Liang, Ph.D. (Committee Chair)
Susan Kushner Benson, Ph.D. (Committee Member)
Susan Clark, Ph.D. (Committee Member)
Alfred Daviso, Ph.D. (Committee Member)
Kristin Koskey, Ph.D. (Committee Member)
138 p.
Educational Leadership
Transformational Leadership; Collective Teacher Efficacy

Recommended Citations

Citations

  • Ryba, C. M. (2018). A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909

    APA Style (7th edition)

  • Ryba, Cameron. A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy. 2018. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909.

    MLA Style (8th edition)

  • Ryba, Cameron. "A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy." Doctoral dissertation, University of Akron, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron154194342290909

    Chicago Manual of Style (17th edition)

akron154194342290909
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© 2018, some rights reserved.Creative Commons License A Study of the Relationship between Transformational Leadership Practices and Collective Teacher Efficacy by Cameron M. Ryba is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Akron and OhioLINK.