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How can leaders develop and maintain high achieving elementary schools? A single case study exploring collective teacher efficacy, principal leadership, and high reliability organization principles

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dc.contributor.authorErnst, Susan, author
dc.contributor.authorCooner, Donna, advisor
dc.contributor.authorFothergill, Wendy, committee member
dc.contributor.authorO'Donnell-Allen, Cindy, committee member
dc.contributor.authorSebald, Ann, committee member
dc.date.accessioned2021-06-07T10:20:59Z
dc.date.available2021-06-07T10:20:59Z
dc.date.issued2021
dc.description.abstractWith 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 achieve. Research indicates 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. Furthermore, it seems there are lessons to be learned from looking beyond the scope of educational literature into organizational learning as a way to engage in systematic decision making. Though collective teacher efficacy and principal leadership have been the primary focus of such research, employing high reliability organization principles is an emerging area of educational research. The included sections serve to review the literature across collective teacher efficacy, principal leadership, and high reliability organization principles within a systems thinking approach; critically analyze and employ research methods from scholars in the field of education; and link theory to practice while grappling with the issue of student achievement in a complex educational context. A QUAL+quan mixed methods approach guided the research to explore teacher and principal perceptions of collective teacher efficacy, examine leadership actions to foster collective teacher efficacy among staff, and link leadership actions to high reliability organization principles.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierErnst_colostate_0053A_16462.pdf
dc.identifier.urihttps://hdl.handle.net/10217/232580
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2020-
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcollective teacher efficacy (CTE)
dc.subjectprincipal leadership
dc.subjecthigh reliability organization principles (HRO)
dc.subjecteducational leadership
dc.subjectorganization theory
dc.subjectelementary education
dc.subjecteducation
dc.titleHow can leaders develop and maintain high achieving elementary schools? A single case study exploring collective teacher efficacy, principal leadership, and high reliability organization principles
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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