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Abstract
The purpose of this study was to examine the perspectives of an administrative team as they worked to build the capacity of the instructional coordinators who were part of the school-wide leadership team. To address the purpose of this action research study, the following research questions guided this study:
1. How does an administrative team comprised of a principal and three assistant principals work with a group of teacher leaders to develop collective efficacy as a leadership team?
2. How can school administrators use the action research process to grow leadership skills with teacher leaders?
3. In what ways does participating in the school-wide leadership team of a new school influence the collective efficacy of the group?
This qualitative study featured the implementation of a series of interventions as designed by the researcher and school administrators for the school-wide leadership team, which was the distributed leadership model at Upper East High School. Data were collected from individual interviews with three administrators and six department-specific instructional coordinators, along with a focus group with the school administrators.
The following thematic findings emerged related to the research questions: (1) Collaboration builds efficacy; (2) Role definition defines the work; (3) Alignment influences leadership; (4) Voice influences confidence; and (5) Transparency yields trust.
Finding from the study have implications for further research related to the purposeful collaboration of administrative team members in larger schools, as well as the ways that administrative teams can influence the collective efficacy of a group of teacher leaders.
1. How does an administrative team comprised of a principal and three assistant principals work with a group of teacher leaders to develop collective efficacy as a leadership team?
2. How can school administrators use the action research process to grow leadership skills with teacher leaders?
3. In what ways does participating in the school-wide leadership team of a new school influence the collective efficacy of the group?
This qualitative study featured the implementation of a series of interventions as designed by the researcher and school administrators for the school-wide leadership team, which was the distributed leadership model at Upper East High School. Data were collected from individual interviews with three administrators and six department-specific instructional coordinators, along with a focus group with the school administrators.
The following thematic findings emerged related to the research questions: (1) Collaboration builds efficacy; (2) Role definition defines the work; (3) Alignment influences leadership; (4) Voice influences confidence; and (5) Transparency yields trust.
Finding from the study have implications for further research related to the purposeful collaboration of administrative team members in larger schools, as well as the ways that administrative teams can influence the collective efficacy of a group of teacher leaders.