This study examined explicit and systematic reading instruction for Hispanic, limited English, lower SES students in a southwest Florida school district. Additionally, collective teacher efficacy was assessed to determine if differences existed between a Reading First and a non-Reading First school. A total of 68 students participated in the study and were divided equally between a Reading First and non-Reading First school. While the Reading First school concentrated resources on grades 2 and 3, all students received some degree of Reading First strategies. Available reading measures for analyses at the time of the study included the Group Reading Assessment and Diagnostic Evaluation (GRADE), the Florida Comprehensive Assessment Test (FCAT), and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Results from two-way analyses of variance (ANOVA) did not reveal significant differences between the two groups on a pre and posttest administration of the GRADE. When the two groups were combined, repeated measures ANOVA indicated a significant difference between pre and post administrations of the GRADE with the posttest being significantly higher. Grades 4 and 5 showed significant gains between pre and posttest while grades 2 and 3 did not. It was hypothesized that as students' English proficiency improved, reading instruction became more meaningful and thus positively influenced the posttest. Both the GRADE and the DIBELS Oral Reading Fluency test were significantly correlated with the FCAT. Regression analyses revealed that both were significant predictors individually and combined of the FCAT reading score. Collective teacher efficacy was assessed with the short-form of the Collective Teacher Efficacy Scale (CTES). A total of 38 Reading First teachers and 30 non-Reading First teachers completed the CTES and a brief biographical questionnaire. Results indicated significantly higher collective teacher efficacy in the non-Reading First school. Findings did not support the hypothesis that the intensity of the Reading First program and the teacher training required would result in significantly higher collective efficacy. Differences in level of teacher education, experience, and years teaching in a school were speculated as potential variables influencing the level of collective efficacy. Implications from this study were discussed along with recommendations for future research.

The purpose of this study was to identify the relationship between teacher self-efficacy (TSES) score and observable teacher instructional behaviors (CSAS) score and student academic achievement (SOL) score. This study addressed the following question: What is the relationship between teacher self-efficacy and teacher behavior and student academic achievement? More specifically, the researcher studied the relationship between teacher self-efficacy score and observable teacher instructional behaviors score, teacher self-efficacy scores and student academic performance score, and observable teacher instructional behaviors score and student academic performance score. Research on implications that TSE has on teacher behaviors adds to a relatively limited literature base that holds possibilities for leaders to elicit positive school change through improved instructional practices and higher student achievement. To establish whether there was a relationship between TSE and observable teacher instructional behaviors, TSE and student academic achievement and observable teacher instructional behaviors and student academic achievement, this study used a quantitative analysis method that utilizes a simple linear regression model. The simple linear regression model isolated observable teacher behavior in model 1 and student academic achievement in model 2 and model 3 as the dependent variable. Control variables included limiting the study to 20 teachers who teach core curriculum subjects in grades 6-12 that also have an end of course Virginia Standards of Learning assessment (SOL). The researcher identified regression relationships and their statistical significance and interpreted results to reach a conclusion that addressed each research question. The researcher highlighted potential relationships between teacher self-efficacy and student achievement, teacher self-efficacy and observable teacher instructional behaviors and observable teacher instructional behaviors and student achievement. This included a finding that the relationship between teacher self-efficacy and student achievement for the participants in this study was significant and positively correlated. The model indicated that TSE explained 42.1% of variations in student SOL scores. The regression relationship between TSE and student SOL scores revealed a positive correlation since the standardized coefficient was 0.463 > 0. That is as the teacher's self-efficacy score increased then the student SOL scores improved. Implications for practitioners included principals considering professional development opportunities that support increased teacher self-efficacy and promote stronger student engagement in the learning process and identifying non-instructional behaviors that teachers engage in that might negatively impact student achievement. Recommendations for future investigation were also suggested by the researcher and included expanding the study to increase the number of participants. Increasing the number of participants would allow for an increase in the total number of TSES scores, CSAS scores, and student achievement scores. / Doctor of Education / This study examined the relationship between teacher self-efficacy and observable teacher instructional behaviors and student academic achievement scores. The study included 10 secondary teachers who taught a core curriculum course to students in grades 6-12 that also included an end of course Virginia SOL test for students. All of the participants in this study were from the same medium-sized school district in Virginia. The data analysis in this study determined that there was a statistically significant relationship between teacher self-efficacy and student achievement. Data analysis also determined a positive relationship between teacher self-efficacy and student achievement indicating that as the teacher's self-efficacy score increased the student achievement scores improved. The study described the relationship between teacher self-efficacy and observable teacher instructional behaviors for the participants in this study indicating TSE explained some of the variance in teacher instructional behaviors. The relationship between the variables was not statistically significant but they were positively correlated. That is, as the teacher's self-efficacy increased then the frequency of the teacher's observable instructional behaviors during the teaching process also increased. The researcher determined that the relationship between teacher instructional behaviors and student achievement (SOL scores) for the participants in this study was not statistically significant. The model supported that teacher instructional behaviors explained a small amount of the variance in student achievement.

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The research on high-poverty, high-performing schools, suggests instructional leadership is an essential component for principals to be effective school leaders. Unfortunately, in spite of themes in the research, and shifts in principal preparation initiatives, practice suggests principals struggle to hold to instructional priorities. Given the significant costs of education reform this challenge to prioritize instructional leadership needs to be understood, particularly in the area of leading the improvement of high-poverty, lower performing schools. The gap between research and practice, and the causes for these differences in principal leadership, were the subject of this study. Qualitative methods were used to study eight instructionally-centered principals in their schools to identify "how" they navigate the competing demands to focus on instructional priorities. Common themes emerged from the interview, observation, and calendar study data providing strategies for how these principals navigate demands to remain focused on instruction. Findings affirmed the research from effective school reform and school leadership research. Themes also emerged for practices aligned with the research on organizational leadership; for example, principals delegated purposefully, served as relatable "lead learners," and used data to create a sense of urgency and leverage improvements to instruction. Principals were also found to be "kid-centered" in their decision making. Most interesting in the themes that emerged; however, was the unanimous belief that all students can learn. Principals demonstrated evidence of self-efficacy about their leadership, and perhaps more importantly, the belief that the "locus of causality" for learning lies within the school and teachers. This set of beliefs appeared to drive their planning towards creating a data-centered environment in their schools. Implications for further research and principal professional development are discussed. / Educational Leadership

I designed an explanatory sequential mixed-method study to explore the relationship between leadership practices, collective teacher efficacy (CTE), and educational outcomes of low SES students in an open school system. Four data sources were analyzed: K-5 student Developmental Reading Assessment (DRA) results of 1,170 students, Collective Teacher Belief Scale (CTBS) survey to measure CTE perceptions of 48 teachers, focus group interviews composed of a stratified sample of 11 K-5 teachers, and two one-on-one principal interviews. The study took place in two elementary schools in north Texas during the 2020-2021 school year. A Spearman's rank-order correlation analysis indicated that the relationship between CTBS scores and student reading scores was mixed. While one school showed a positive association between CTE and the reading data of low SES students, the other school showed a weak correlation between the variables. The quantitative data indicated that CTBS scores did not independently explain reading achievements at both campuses. The data also showed that while teachers had a large effect size on the reading performance of low SES students, as measured through a Cohen's d for paired sample t-test, achievement gaps continued to widen. Two themes emerged through a grounded theory approach when principals described their sensemaking and framing process: many variables and teamwork. In a complex open system, school principals must consider the many needs of teachers and students before enacting reform efforts. To achieve ambitious goals, school principals promote teamwork and help develop supportive structures to assist teachers and students. Furthermore, the theme of support emerged when teachers described their CTE perceptions concerning their principal's leadership actions. The overall data suggest that leadership practices directly impact CTE levels and indirectly impact student performance. When teachers felt supported, CTE levels increased, but when teachers felt overwhelmed or failed to see how school and district mandates support teaching and learning efforts, CTE levels dropped.

The purpose of this study was to investigate the relationship between teacher efficacy levels and fifth grade Virginia SOL Mathematic achievement. This study sought to determine the extent to which personal efficacy, general efficacy, and total efficacy account for fifth grade Virginia Standards of Learning Mathematic achievement over and above that explained by teacher experience, teacher education, and class size. A critical review of the previous research methodologies and findings on teacher efficacy demonstrated the need for further research in this area. This study hoped to provide school officials in educational leadership with data necessary to plan professional development to improve classroom instruction, teacher efficacy, and student achievement. This study utilized a quantitative survey which measured personal, general, and total efficacy levels among fifth grade teachers in 11 elementary schools located in central Virginia. Twenty-one of the 27 (78%) 5th grade teachers that were surveyed, completed and returned the survey used in the study. Other data, such as teacher education, teacher experience, class size, and student achievement scores were collected from the division with the permission of the division's superintendent. Results of the data analysis indicated that there was no statistically significant relationship between teacher efficacies and 5th grade mathematics SOL achievement. The findings demonstrated that personal teaching efficacy, general teaching efficacy, and total teaching efficacy had no significant impact on 5th grade mathematics SOL achievement over and above the extent that teacher experience, teacher education, and class size impacted student achievement. It should be noted that the following limitations may have impacted the final results of the analysis. Class sizes were of mixed math ability, ranging from 11-23 students. Special education students tended to be in the smaller sized inclusion classes and gifted and talented students tended to be in the larger class sizes. Teacher efficacy levels were based on self-report. The sample size was small and limited generalizability of the results due to the focus on one Virginia school division. Also, student factors, such as prior achievement, were not included in the study. In this study, teacher education and class size did show significance associated with student achievement. Again, the limitations may have contributed to the findings of this study. The study showed that teachers with a master's degree had lower student achievement than teachers with a bachelor's degree, but the results might have been impacted from the limitations. Larger class sizes also had increased student achievement. Factors, such as class make-up of students (smaller classes typically had special education inclusion students and larger class sizes typically included gifted and talented students), class size (smallest class was 11 students and the largest class was 24), and teacher assignment (teachers with master's degrees could have been assigned to students with more academic needs), need to be considered when reviewing these findings, implications, and recommendations. The implications and recommendations were drawn from the findings of this study. The factors and limitations of the study were taken into consideration when the implications and recommendations were developed. / Ed. D.

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.

This thesis is entitled “Fostering collective teacher efficacy through values-based leadership in Ethiopian institutions of higher education”, which is delimited to the private universities. The main question was “What constitutes/determines the institutionalisation of values-based leadership (VBL) to foster collective teacher efficacy (CTE) in the context of Ethiopian private universities (EPrUs)?” The sub-questions were: 1) what does the current state of CTE and its perceived outcomes look like in EPrUs? 2) What sets of behaviours are desired to institutionalise VBL so as to foster CTE in EPrUs? 3) What are the institutional contexts required to institutionalise VBL so as to foster CTE in EPrUs? In addressing these issues, academic leaders, students and teachers from EPrUs participated in the study. As methods of data gathering both the survey method and interviews were used. Results revealed that CTE is not high enough in EPrUs and hence it needs to be fostered so as to bring the desired change in students’ learning. To foster this, institutionalisation of VBL is required that involves two inter-related aspects. The first one is about institutionalising desired values (behaviours), which are linked to the academic leaders’ yearning for positive sets of values and the teachers’ moral contract to their professional values. To this effect, the positive sets of values that academic leaders should yearn for and the sets of values that teachers should espouse as their professional values are explored. The commonalities between these values are also described and how these would be institutionalised is suggested. The values include integrity and trustworthiness, humility/selflessness, compassion and sense of gratitude, accountability and self-discipline, sense of collaboration and teamwork, and envisioning in leadership as the driving force. The second aspect is about institutionalising the contexts conducive to foster CTE and VBL support behaviours. The need to institutionalise those behaviours and contexts arise out of the perceived leadership gap (between what the teachers believe are the leadership priorities of the leaders and the behaviours they actually see in the leaders). This gap has been linked to CTE, and hence a model has been developed that would foster this efficacy. / Educational Leadership and Management / D. Ed. (Educational Management)

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