Date of Award
Doctor of Education (Ed.D.)
Educational Administration and Leadership
First Committee Member
Second Committee Member
Third Committee Member
Over the past two decades, research has shown links between collective teacher efficacy and student achievement. While the benefits of high levels of collective teacher efficacy have been documented, research focused on how it is developed in school serving socio-economically disadvantaged students and the role of principal leadership in that development is lacking, specifically from a qualitative case-study approach This qualitative case-study explored how collective teacher efficacy was developed in an urban neighborhood elementary school serving socio-economically disadvantaged students and how the principal’s leadership influenced that development. This was accomplished through in-depth individual interviews with teachers, support staff, and the principal. This research revealed the principal’s leadership positively influenced the development of collective teacher efficacy through effective communication, support, and the empowerment of teachers. Teacher dispositions were also found as influencing collective teacher efficacy. Implications of this research and suggestions for future research are also discussed.
Morgan, Lori Ann. (2019). Developing collective teacher efficacy in one urban low-income elementary school: A case study. University of the Pacific, Dissertation. https://scholarlycommons.pacific.edu/uop_etds/3611