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Abstract
This qualitative action research study examined the impact of implementing structures focused on improving teachers’ collective teacher efficacy in literacy in an urban elementary turnaround school. The purpose of the study was to address the need to build and implement structures that support improving collective teacher efficacy connected to literacy practices. Participants included teachers, school, and district leaders in one urban elementary school. The study was guided by three research questions: 1) What is the relationship between leadership behaviors and school-wide collective teacher efficacy connected to literacy practices in one urban turnaround elementary school? 2) How do teachers describe the impact of the implementation of additional support structures for literacy instruction on their efficacy in one urban turnaround elementary school? and 3) How do action research team members describe the process of creating and implementing structures that support collective teacher efficacy connected to literacy practices in one urban turnaround elementary school? Data were collected through interviews, questionnaires, observations, and focus groups. The study adds to the body of research on how school-wide collective teacher efficacy can have a positive impact on building teacher capacity and knowledge in the teaching of literacy in urban schools using job-embedded professional learning. Findings indicate the following: leadership behaviors have the ability to influence collective teacher efficacy and strong support structures as well as systems of job-embedded professional learning, create supportive and collaborative work environments.