First Advisor

Harding Middleton, Jennifer

First Committee Member

Gottlieb, Derek

Second Committee Member

Erekson, James

Degree Name

Doctor of Education

Document Type

Dissertation

Date Created

8-2024

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

Abstract

This study examined the effectiveness of the Exploring Scholars Initiative (ESI) at Alpine International School (AIS) in Europe in enhancing collective teacher efficacy. Established nine years ago, the ESI supports innovation and best practices in professional development. Alpine International School faculty are invited to propose passion projects to grow professionally and develop innovative teaching methods through educational research at Alpine. The ESI at AIS provides staff a unique opportunity to delve deeply into educational issues within their school context by enhancing professional development and enriching the academic environment for all staff and students. The purpose of this study was to interpret and evaluate how a specific model of professional learning (PL) cultivated collective teacher efficacy (CTE) through the identified enabling factors. Twenty Alpine teachers were surveyed and 17 Alpine administrators and teachers were interviewed to answer the following research questions: Q1 How do AIS teachers' experiences with the Exploring Scholars Initiative relate to their measure of collective teacher efficacy? Q2 How does the Exploring Scholars Initiative support the five factors of fostering collective teacher efficacy: empowered teachers, embedded reflective practices, cohesive teacher knowledge, goal consensus, and supportive leadership? This study found a correlation between participation in the ESI and higher collective teacher efficacy, particularly in goal consensus, cohesive teacher knowledge, and embedded reflective practices. Implications suggested that while professional learning initiatives enhanced collective efficacy by aligning individual goals with the school's mission and fostering collaboration, structural design and collaborative practices must be optimized to maximize the program's impact across the institution.

Abstract Format

html

Extent

271 pages

Local Identifiers

Gray_unco_0161D_11274.pdf

Rights Statement

Copyright is held by the author.

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