Date of Award:
5-2024
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Suzanne H. Jones
Committee
Suzanne H. Jones
Committee
LeAnn G. Putney
Committee
Alyson Lavigne
Committee
Amanda Taggart
Committee
Nicole Pyle
Abstract
Students living in poverty have historically scored lower than more affluent peers. However, research suggests that collective teacher efficacy (CTE) may be more strongly associated with student academic success than socioeconomic background. Therefore, this study identifies successful Title I eligible schools that also have high levels of collective teacher efficacy to identify methods for increasing CTE in schools. A mixed methods research study model is used to explain how two successful Title I schools were able to achieve academic success and high levels of CTE. The study finds some of the perceptions of school staff, and the actions and processes used by the school staff members to nurture and sustain collective teacher efficacy in their schools.
Checksum
c918c56b8c9fc231a22f549efb7837b2
Recommended Citation
Mendenhall, Donald R., "Collective Teacher Efficacy and Effective Title I Eligible Schools: A Mixed Methods Approach" (2024). All Graduate Theses and Dissertations, Fall 2023 to Present. 143.
https://digitalcommons.usu.edu/etd2023/143
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