Doctor of Philosophy, The Ohio State University, 2006, Educational Policy and Leadership

This descriptive quantitative online survey research explored the relationships among Teachers' Sense of Efficacy, Collective Inclusion Efficacy, Technologyand other predictor variables to determine their saliency in relationship to the criterion variable Teachers' Sense of Inclusion Efficacy. Data were collected from a random sample of general and special educators in all teaching positions, across all grade levels, in urban, rural and suburban Ohio school districts. Descriptive quantitative statistics, frequencies, means, standard deviations, percentages, reliability coefficients, correlation coefficients, principal component analyses, multiple regression analyses, and a one-sample t test, were used to analyze the relationships and interrelationships among the predictor variables and the criterion variable. The results provided rich contextual and situational data. The predictor variables, Teachers' Sense of Efficacy, Collective Inclusion Efficacy, and Attitudes Toward Inclusion, had strong or moderate relationships with the criterion variable Teachers' Sense of Inclusion Efficacy. Analyses of the data support the new scales developed and used in this study to assess teachers' personal and collective efficacy for the inclusion of students with disabilities in the general education classroom. The Teachers' Sense of Inclusion Efficacy Scale (I-TSES)was adapted from the 12-item Teachers' Sense of Efficacy Scale (TSES) (Tschannen-Moran & Woolfolk Hoy, 2001), and the Collective Inclusion Efficacy scalewas adapted from the 12-item Collective Efficacy scale (Goddard, 2002). Further research and application of these new scales should help inform schools, colleges, and departments of education (SCDEs) of the need to ensure that teachers are prepared to integrate technology to teach every student in the 21st century.

Committee: Anita Hoy (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2004, Educational Policy and Leadership

This study investigated student teachers' efficacy beliefs, pupil control ideologies, collective teacher efficacy beliefs, and perceived cooperating teachers' efficacy beliefs. These student teacher beliefs were examined in conjunction with contextual factors, primarily the school setting (i.e., rural, suburban, and urban) but also the length and nature of the student teaching assignment, to determine if these contextual factors played a role in the development of the student teachers' efficacy beliefs and pupil control ideologies. The research participants included 108 student teachers: 29 student teachers in the rural group, 45 in the suburban group, 28 in the urban group, and 6 that switched school settings at the halfway point. Participants completed surveys before, during, and after a 16-week student teaching experience. Results indicated that all three setting groups exhibited significant increases in teachers' sense of efficacy following student teaching. School setting did play a role in the student teachers' pupil control ideology (suburban student teachers were the only group to become more humanistic following student teaching) and perceived collective teacher efficacy (urban student teachers exhibited significantly lower perceived collective teacher efficacy scores than the rural and suburban student teachers). Additionally, a positive and significant relationship was found between student teachers' efficacy beliefs and their perceived cooperating teachers' efficacy beliefs. As for the nature and length of the student teaching assignment, the group of student teachers that did not switch placements at the halfway point showed significantly higher efficacy scores in the second eight weeks than the group that switched placements. Finally, significant increases in student teacher efficacy beliefs occurred at both the 8-week and the 16-week point.

Committee: Anita Woolfolk Hoy (Advisor) Subjects: Education, Teacher Training

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2024, International Institute for Innovative Instruction

In an ever-diversifying country, the landscape of the American classroom is shifting, requiring educational leaders and teachers to possess curriculum knowledge, cultural intelligence, and self-efficacy to understand students' cultural differeces. This study aims to offer specific insights into four schools in the suburban Midwest working to improve the historically low achievement of Hispanic students. Utilizing a non-experimental correlational quantitative approach grounded in Social Cognitive Theory (Bandura, 1986) and Cultural Intelligence Theory (Earley & Ang, 2003), this study examined the relationship between Hispanic students' academic outcomes and individual cultural intelligence and collective teacher efficacy. The findings of this study have several practical implications for educational practice, especially in high-poverty schools serving diverse student populations. Fostering an environment that promotes continuous professional development in cultural intelligence is crucial. Although cultural intelligence was not found to have a statistically significant impact on student achievement in this study, the broader literature suggests its importance in culturally diverse settings. The weak yet positive correlation between collective teacher efficacy and student achievement highlights the need to build a strong, supportive school culture. This study contributes to the body of research on educational equity and provides practical insights for improving academic outcomes for Hispanic students.

Committee: Valerie Storey (Committee Chair); Linda Locke (Committee Member); Lori Salgado (Committee Member) Subjects: Educational Leadership

Doctor of Education (Ed.D.), University of Findlay, 2023, Education

The intent of this mixed-methods case study was to examine the practices, processes, and associated factors of a school-based team mandated by the district for the purpose of supporting freshmen students during their first year of high school. The study utilized the Theory of Change theoretical framework with the logic model as a reference for aligning and connecting the activities and outcomes investigated. The purposeful sampling included eight teachers, one counselor, and one assistant principal of curriculum and instruction. The data collected consisted of archived data, a survey, a focus group, interviews, and an observation. According to the research, school-based teams along with quality teacher collaboration have been shown to positively impact the ninth-grade transition (Knacckendoffel, 2017; Liebech-Lien, 2021; Rosenfield et al., 2018). Based on the findings of this study, the school-based team implemented numerous practices and activities to help ensure the academic, social, and emotional success of ninth-grade students. It was found that the members of the team perceived the freshman cluster – school-based team as effective due to the atmosphere of trust and mutual respect among the freshman cluster team members, the genuine concern for the students, and the continuous implementation of interventions and support. Although this study did not find statistically significant increases or decreases in the attendance and credits earned before and after the implementation of the school-based team, the study did find practical increases in attendance and credits earned for individual students. This study also supports current literature in providing various support and interventions to ninth-grade students during their transition to high school to increase their chances of a smooth transition and academic success.

Committee: Kara Parker (Advisor); Robin Wheatley (Committee Member); John Gillham (Committee Member); Jon Brasfield (Committee Chair) Subjects: Education; Educational Leadership; School Administration; Secondary Education

Doctor of Education (Educational Leadership), Youngstown State University, 2022, Department of Teacher Education and Leadership Studies

Staff meetings are a regular occurrence in schools, yet both teachers and principals typically report dissatisfaction with these meetings. Teacher dissatisfaction with staff meetings can be influenced by how content they are with their own level of silence. Previous research tended to focus on the negative aspects of silence during meetings. However, silence behaviors should be viewed on a continuum from negative to positive, depending on the context. Silence is detrimental to group functioning when it is a result of oppression, fear of negative consequences, or a lack of engagement. Silence is a positive behavior when it leads to reflective thinking, respectful communication, and active listening behaviors. This study used Q-methodology, which is a mixed-methods research design that combines quantitative and qualitative methods to examine individuals' subjective experiences around one topic. Teachers fell into three distinct groups related to their perspectives on silence during staff meetings: Get the Party Started, I Don't Care Anymore, and Don't Stop Believin'. The meeting format and how the principal facilitates the meeting seems to have a more pronounced influence on teacher silence behaviors, teacher attitudes towards staff meetings, and their own silence levels; the leadership style was less impactful. Teachers report increased satisfaction when the principal intentionally designs and facilitates relevant and impactful staff meetings where group norms are followed. The proposed iceberg model of teacher silence can be used to assist principals with assessing teacher silence in their own school buildings.

Committee: Karen Larwin Ph.D. (Committee Chair); Sherri Harper Woods DM (Committee Member); Patrick O'Leary Ph.D. (Committee Member); Patrick Spearman Ph.D. (Committee Member) Subjects: Adult Education; Communication; Education; Educational Leadership; Educational Psychology; Educational Sociology; Organizational Behavior; School Administration; Teacher Education

Doctor of Education, University of Akron, 2018, Educational Leadership

School principals are continually searching for leadership practices that have the potential to directly enhance adult behavior and indirectly and positively influence student achievement. Previous research has indicated that a positive and statistically significant relationship exists between collective teacher efficacy beliefs and principal transformational leadership practices (Demir, 2008; Ninkovic & Floric, 2018; Prelli, 2016; Ross & Gray, 2006). In addition, schools characterized by higher levels of collective teacher efficacy have demonstrated higher levels of student achievement. Previous studies of collective teacher efficacy have focused on group outcomes based on the levels of collective efficacy beliefs held by the teacher's studied. However, the research examining the relationship between specific leadership practices associated with transformational leaders that may develop and/or strengthen collective teacher efficacy beliefs has been minimal. The purpose of this study was to examine whether principal transformational leadership practices statistically significantly predicted collective teacher efficacy beliefs amongst K-12 teachers, while taking the contextual conditions of building level and teacher experience into consideration. Participants consisted of voluntary educators from one school district serving five elementary schools, one middle school, and one high school. A total of 233 participants completed the Educational Leadership Survey, Collective Efficacy Scale: Short Form, and demographic questionnaire. Results from the hierarchical linear multiple regression indicated that transformational leadership practices, when taken collectively with the demographic variables of building level and teacher experience, statistically significantly predicted collective efficacy beliefs in teachers. The positive and statistically significant relationship between transformational leadership practices and collective teacher efficacy beliefs i (open full item for complete abstract)

Committee: Xin Liang Ph.D. (Committee Chair); Susan Kushner Benson Ph.D. (Committee Member); Susan Clark Ph.D. (Committee Member); Alfred Daviso Ph.D. (Committee Member); Kristin Koskey Ph.D. (Committee Member) Subjects: Educational Leadership

Doctor of Education, Miami University, 2018, Educational Leadership

Since the publication of the Coleman Report in 1966, educational researchers have been studying what schools can do to close the achievement gap. This study examined the relationship between collective teacher efficacy and servant leadership behaviors in elementary principals. Collective teacher efficacy is positively correlated to student achievement even when controlling for the socio-economic status of the student. Teachers in five Ohio elementary schools were surveyed using the Collective Efficacy Scale (Goddard, 2000) and the Servant Leadership Scale (Liden et al., 2008). The study used two sample T-Test and Analysis of Variance (ANOVA) of domains and sub-domains and correlational analyses of variables aggregated at the school level. One hundred, fifty-seven teachers were surveyed in the five Ohio elementary schools. Overall aggregate school collective efficacy scores were not significantly correlated to overall servant leadership scores as predicted. However, a positive relationship between collective teacher efficacy and student achievement was confirmed and a positive relationship between servant leadership and student achievement was found. More specifically, the servant leadership dimensions of helping teachers grow and succeed and emotional healing were positively correlated to student achievement. This finding deserves more study as researchers continue to determine how leaders can positively impact student achievement.

Committee: Thomas Poetter (Committee Chair) Subjects: Educational Leadership

Doctor of Education (Educational Leadership), Youngstown State University, 2018, Department of Teacher Education and Leadership Studies

The Pennsylvania Educator Effectiveness System strives to place an effective teacher in every classroom. This evaluation system incorporates the use of value-added growth measures, not only at the teacher level, but also at the building level. These building level scores are included in every teacher's yearly evaluation. This study sought to determine if a relationship existed between the value-added scores and collective teacher efficacy; the faculty's collective belief that they have the capabilities to make an educational difference for their students. 120 middle school teachers from southwestern Pennsylvania were surveyed using the Collective Teacher Beliefs Scale. The study found that a relationship did not exist between the value-added scores and collective teacher efficacy. Additionally, the relationship between value-added scores and several other variables was examined. The socio-economic status of the building was found to serve as a moderator for collective teacher efficacy. Finally, this study provides administrators with examples of how to boost collective teacher efficacy and in turn improve teacher effectiveness.

Committee: Karen Larwin PhD (Committee Chair); Spearman Patrick PhD (Committee Member); Cummins Lauren PhD (Committee Member); Hilton Jason PhD (Committee Member) Subjects: Education

Doctor of Education, Ashland University, 2014, College of Education

The purpose of this qualitative case study was to provide an understanding of how collaborative teacher teams become successful and to discover the nuances that contribute both negatively and positively to their work. Evidence was collected from individual and focus group interviews of teachers and administrators from a large suburban high school in Ohio. Additional data sources included student demographic data, grant reports, and a collective efficacy survey completed by the school's teachers. Themes from interviews showed several keys to implementing teacher collaborative teams: (a) teachers' trust in the process, in the school administration, and in colleagues; (b) professional development; (c) time to meet face-to-face and build relationships among team members; (d) buy-in to the process, including open-mindedness and willingness to analyze and act on student performance data, and belief that the work will produce results; (e) teacher empowerment and teacher leadership; and (f) administrative support via long-term planning and research, consistency, and a clearly articulated vision. The results of the survey showed that the teachers in this school had a high level of collective efficacy. The stories of the teachers and administrators contained numerous examples of mastery experience, vicarious experience, and social persuasion, as described in the collective efficacy and professional learning community literature.

Committee: Carla Edlefson PhD (Committee Chair); Judy Alston PhD (Committee Member); Carol Engler PhD (Committee Member); Cathryn Chappell EdD (Committee Member) Subjects: Education; School Administration; Secondary Education

EdD, University of Cincinnati, 2007, Education : Urban Educational Leadership

Over the last twenty years there has been increased interest in facilitating and sustaining change in the education. The bulk of past research has focused on systems change with little insight into the role of individual educators as change agents. The purpose of this study was to examine the role individual teachers play in creating and sustaining change in a large Midwestern urban school district. This study focused on how teachers in a system that was made turbulent by both the neighborhood environment it existed in and the ever changing environment of the large urban district it was a part of. Multiple noteworthy studies have been completed to identify the characteristics and qualities of successful change initiatives. More recently researchers have begun to turn their attention to the human elements of change that occur within systems change. These studies have revealed the importance of collaboration, professional development, available resources, and systems supports to facilitate teachers in change. However, further knowledge is needed to understand how individuals build capacity for change and what the causal factors are that drive teachers to sustain their new practices. In addition, there is a need to discover when it is that teachers begin to plan for sustaining change. The research sought the answer to one question. How do teachers sustain change in turbulent times? The study design was qualitative and involved the analysis of in-depth interviews conducted during the last year of a three year Reading First change initiative. The study also included archival data and field observations. It was found that teachers sustain what is within their power to sustain. The larger the support system for sustaining changes the broader teachers plan for sustaining it. In this instance teachers had a very small support system remaining after the withdrawal of grant monies. Their vision for sustaining change was limited by the withdrawal of most support structures put (open full item for complete abstract)

Committee: Dr. Nancy Evers (Advisor) Subjects:

Doctor of Education, Ashland University, 2009, College of Education

Although some school improvement literature has suggested that schools will improve when unions are removed from the school system, unions have rarely been isolated in the research. This study involved a mixed method case study approach to explore whether support of the local teacher union affected perceptions of school climate, as measured by the Organizational Health Inventory. The study found that teachers who supported the union had more positive perceptions on several of the organizational climate dimensions than teachers who were not supportive of the union.

Committee: Carla Edlefson PhD (Committee Chair); Judy Alston PhD (Committee Member); Howard Walters EdD (Committee Member) Subjects: Education; Educational Evaluation; Labor Relations