Date of Award

10-2022

Rights

© 2022 Bruce "B.C." Preston

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Jennifer Scott

Second Advisor

Gizelle Luevano

Third Advisor

Jenni Donohoo

Abstract

Collective teacher efficacy (CTE) has well documented positive effects on student outcomes (Goddard et al., 2017), teacher job satisfaction (Buonomo et al., 2020), and educator persistence (Guidetti et al., 2018) in the face of challenging tasks. Characterized by the collective belief in the group’s capability to successfully accomplish tasks associated with their professional practice (Donohoo, 2018), what influences group efficacy belief formation remains an underdeveloped area of academic and practical understanding (Tschannen-Moran et al., 2014). To better understand the influences that shape CTE beliefs, and how those influences contribute to the known sources of CTE, a multiple–case study design was used to conduct focus group interviews with four collectively efficacious elementary school-based educator teams. Affirmed within the findings of this study, an a priori conceptual link between the enabling conditions of CTE (EC-CTE) (Donohoo et al., 2020) and the five mindful organizing behaviors (Weick & Sutcliffe, 2015) was developed. Additionally, heedful interrelating (Weick & Roberts, 1993) was found to have a potential mediating role between the EC-CTE and mindful organizing behaviors, while psychological safety (Edmondson, 1999) was found to have a potential moderating role among all the conditions. Given the findings of four dynamic and interacting conditions that influence CTE beliefs, a complex system of CTE conditions is conceptualized, explained, and situated within the relevant literature.

Comments

Ed.D. Dissertation

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