Degree Name

EdD (Doctor of Education)


Educational Leadership

Date of Award


Committee Chair or Co-Chairs

William F. Flora

Committee Members

Donald W. Good, Pamela H. Scott, Stephanie R. Tweed


The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients.

The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.

Document Type

Dissertation - unrestricted


Copyright by the authors.