ERIC Number: ED649322
Record Type: Non-Journal
Publication Date: 2024
Pages: 164
Abstractor: As Provided
ISBN: 979-8-3819-4958-2
ISSN: N/A
EISSN: N/A
Transformational Leadership Behaviors of Department Leaders as a Predictor of Collective Teacher Efficacy
Jason Stanton
ProQuest LLC, Ed.D. Dissertation, Long Island University, C. W. Post Center
Researchers generally credit Albert Bandura for providing the theoretical framework for studying collective teacher efficacy. Research shows that principals using transformational leadership behaviors significantly impact collective teacher efficacy. Policies, such as Every Student Succeeds Act, increasingly put pressure on school districts to improve student achievement or lose funding. Supporting literature and research shows that improving collective teacher efficacy improves student performance regardless of student socioeconomic status. Therefore, a department leader's ability to increase collective teacher efficacy amongst staff directly influences the student achievement within their school district. This researcher investigated the relationship between transformational leader behaviors of department leaders and collective teacher efficacy. The Multi-Factor Leadership Questionnaire, developed by Bass and Avolio and the Collective Teacher Efficacy Scale short form, developed by Goddard and Hoy were distributed in two counties in New York state to determine if a correlation existed between the perceived department leader's leadership style and the level of collective efficacy of the teacher. Evidence from the study indicates that transformational leadership behaviors and contingent reward behaviors associated with transactional leadership show statistical significance in improving collective teacher efficacy. This research will help school leaders and policymakers better expend resources fostering collective teacher efficacy. Lastly, it demonstrated the importance of department leaders and leadership behaviors that improve collective teacher efficacy, thereby improving student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Transformational Leadership, School Districts, Teacher Effectiveness, Leadership Styles, Questionnaires, Teacher Administrator Relationship, Academic Achievement, Measures (Individuals), Department Heads, Counties, Teacher Attitudes, Correlation
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: Administrators; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire
Grant or Contract Numbers: N/A