How Can Leaders Develop and Maintain High Achieving Elementary Schools - A Single Case Study Exploring Collective Teacher Efficacy and Principal Leadership

Oct 15, 2026

Uploaded by acoobca

This single case study investigates how principals’ leadership actions and teachers’ perceptions shape collective teacher efficacy in high-achieving elementary schools. With student achievement and equity as the policy focus, the study addresses why many U.S. students do not meet proficiency targets despite accountability aims. Guided by a mixed-methods approach and social cognitive theory, it examines how leadership fosters CTE through teacher-principal perceptions and staff practices that sustain a school culture of success.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Statement of the Problem

Collective Teacher Efficacy

How Can Leaders Develop and Maintain High Achieving Elementary Schools? A Single Case Study Exploring Collective Teacher Efficacy and Principal Leadership Susan Ernst Colorado State University Wendy Fothergill Colorado State University With the issue of student achievement at the core of educational policy, it is essential to determine how to create school environments in which all students have the opportunity to achieve. Collective teacher efficacy is a primary factor affecting student achievement, yet educational research also points to the importance of principal leadership in fostering and maintaining school cultures of success. A mixed methods approach guided this exploration of teacher and principal perceptions of collective teacher efficacy and leadership actions to foster collective teacher efficacy among staff. Keywords: teacher efficacy, elementary leadership, high achieving schools Education Leadership Review of Doctoral Research, Vol. 9. Fall 2021 ISSN: 1532-0723 © 2021 International Council of Professors of Educational Leadership. This manuscript may not be used commercially or edited. When quoting portions ofthis text, full attribution to the author/s is required. Statement of the Problem Although the Every Student Succeeds Act (ESSA) was created to guide schools toward success and equity for all students and “maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress”(U.S. Department of Education, 2019, para. 5), the reality is not all students are being supported. Over half of all students in the United States are not attaining proficiency and each deserves more from their education (NAEP, 2019) . According to the 2019 Nation’s Report Card, 35% of fourth graders across the nation scored at or above proficient in reading and 41% scored at or above proficient in mathematics (National Assessment of Educational Progress [NAEP], 2019) . Comparatively, 40% of fourth graders in Colorado, where this study took place, scored at or above proficient in reading and 44% scored at or above proficient in mathematics (NAEP, 2019) . Though slightly above the national average for both measures, these figures indicate more than half of all students in Colorado fail to meet proficiency, causing reason for concern on a local level. Although a high level of educational attainment is a challenge within many schools, there are promising practices to support teachers and student achievement. Principals can draw from social cognitive theory to employ practices that support comprehensive decision making and sustained growth. Education is constantly changing, and leaders of individual schools must be equipped to face these changes and make decisions to support sustained growth. Together, school leaders (Goddard et al., 2017; Leithwood & Jantzi, 2008; Tschannen-Moran & Barr, 2004) and teachers (Goddard et al., 2004; Tschannen-Moran & Gareis, 2004) play an integral role in ensuring school success through promoting collective teacher efficacy (CTE) . Though there is a robust body of research relating to CTE, further research is needed on how principal leadership fosters CTE and affects school performance. This study was designed to promote student achievement regardless of demographic data through a single embedded case study focusing on how school leadership fosters collective efficacy within an HRO framework. The goal was to analyze lived experiences in relation to teacher efficacy while attending to factors affecting student achievement. Findings from this study may be used to inform leadership decision making to ultimately affect student growth. Collective Teacher Efficacy CTE is rooted in social cognitive theory and related to self-efficacy. Much like self-efficacy, there are four main sources of collective efficacy, including mastery experience, vicarious experience, social persuasio

FAQs

Why does the study focus on collective teacher efficacy in elementary schools?

Collective teacher efficacy is identified as a primary factor affecting student achievement, and research also highlights the importance of principal leadership in creating cultures of success.

What research approach guides the investigation?

The study uses a mixed methods approach that explores teacher and principal perceptions of collective teacher efficacy and leadership actions that foster it among staff.

What are the sources of collective teacher efficacy described in the text?

Collective efficacy draws on social cognitive theory and includes four sources: mastery experience, vicarious experience, social persuasion, and affective states, with mastery experience described as most powerful.

Oct 15, 2026

Uploaded by acoobca