Year

2022

Season

Spring

Paper Type

Doctoral Dissertation

College

College of Education and Human Services

Degree Name

Doctor of Education in Educational Leadership (EdD)

Department

Leadership, School Counseling & Sport Management

NACO controlled Corporate Body

University of North Florida. Department of Leadership, School Counseling & Sports Management

First Advisor

Dr. Matthew Ohlson

Second Advisor

Dr. David Hoppey

Third Advisor

Dr. Linda Skrla

Fourth Advisor

Dr. Sylvia Johnson

Fifth Advisor

Dr. Gina Greenidge

Department Chair

Dr. David Hoppey

Abstract

The purpose of this explanatory sequential mixed methods study was to investigate how elementary teachers in Clay County, Florida rate their level of self-efficacy, while examining the specific leadership characteristics influencing self-efficacy from the perspective of teachers. Additionally, this study sought to identify characteristics and actions of principals that teachers consider to be important to their self-efficacy in teaching from home on a virtual platform during the global pandemic. Using the Teacher Self-Efficacy Survey (TSES) and the Principal Rating and Ranking Scale (PRRS), teachers assessed their own self-efficacy and the characteristics of principals that they believe influence their self-efficacy. On the TSES, all of the 287 participating teachers rated their self-efficacy in the high or moderate range. On the PRRS, teachers reported believing that Communication, Inspiring, and Consideration are the most important characteristics of leaders that relate to teacher self-efficacy, with Contingent Rewards ranked the least influential. With respect to leader characteristics that support teaching from home during a global pandemic, the five teachers who were interviewed reported that Communication and Flexibility were the most supportive leadership characteristics during the school shut down and that areas of opportunity for leaders during this time were more Communication, Situational Awareness, and Modeling. This work will give district leaders a clearer, more precise understanding of practices, strategies, and behaviors they can implement to improve teacher practice that results in improved student achievement.

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