Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
5-2015
Committee Chair or Co-Chairs
William Flora
Committee Members
Cecil Blankenship, Bethany Flora, Pamela Scott
Abstract
Effective leadership has a positive impact upon schools and student achievement. Teacher inclusion in leadership efforts has grown during a time of school reform. In order to sustain and define teacher leader responsibilities, efficacious teachers need to be supported by school and district administrators. A case study was used to understand the dynamics of self-efficacy as it pertains to teacher leaders in the Oak Ridge School District in Oak Ridge, Tennessee. Purposive sampling was used to select 5 teacher leaders and 2 district administrators for the case study. Interviews along with observations of meetings facilitated by teacher leaders allowed for inductive analysis of the phenomenon of self-efficacy for teachers in formal leadership roles.
Self-efficacy of teacher leaders can be nurtured through various structures, climates, and learning opportunities. School districts can purposefully design teacher leadership opportunities with a clearly defined vision for all stakeholders. The findings of the study support and extend the literature on the sources of self-efficacy. Attention to the sources of efficacy for teacher leaders could help administrators plan successful leadership opportunities and assists in retention for teacher leadership roles.
Document Type
Dissertation - unrestricted
Recommended Citation
Williams, Kelly M., "Dynamics of Efficacy for Teachers in Formal Leadership Roles: A Case Study" (2015). Electronic Theses and Dissertations. Paper 2503. https://dc.etsu.edu/etd/2503
Copyright
Copyright by the authors.