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Does the Sharing of Leadership Increase the Coherence of a School's Instructional Framework?
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Xi Zhan; Roger Goddard; Anika Anthony – International Journal of Educational Management, 2024
Purpose: Existing research suggests that organizational learning, jointly implemented by principals and teachers may reduce agency risks and improve school management effectiveness. However, research investigating how this process occurs is lacking. The relationship between school leaders promoting the involvement of teachers in school-wide…
Descriptors: Instructional Leadership, Participative Decision Making, High Schools, Organizational Learning
A Correlational Study between High School Administrators' Perception of Their School as a Learning Organization and the Percentage in Which Students Graduate under the COVID-19 Pandemic
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Jordan F. Cox – ProQuest LLC, 2022
The COVID-19 crisis put more stress on students graduating from high school during the 2020-2021 school year in a myriad of ways. During regular times, this transition can already be overwhelming, disappointing, and even treacherous for some students (Hollander, 2020). In the uncertain days of COVID-19, the education landscape has been disrupted.…
Descriptors: High Schools, Administrators, Administrator Attitudes, Graduation Rate
A Quantitative Study of Schools as Learning Organizations: An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy
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Shonna G. Anderson; Dianne F. Olivier – Research Issues in Contemporary Education, 2022
This quantitative study explored teacher perceptions of professional learning community dimensions, teacher self-efficacy, and collective efficacy. Professional learning communities (PLCs) have been shown to positively impact teacher self-efficacy and collective efficacy, all supporting student achievement. The overarching question guiding this…
Descriptors: Communities of Practice, Teacher Attitudes, Self Efficacy, Group Dynamics
A Quantitative Study of Schools as Learning Organizations: An Examination of Professional Learning Communities, Teacher Self-Efficacy, and Collective Efficacy
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Shonna Guillory-Anderson – ProQuest LLC, 2020
This dissertation is a quantitative study which presents a conceptual framework which views schools as learning communities. The study focuses on relationships among professional learning communities, teacher self-efficacy, and collective efficacy. The researcher also explored teacher perceptions of these three constructs. The specific purpose of…
Descriptors: Communities of Practice, Teacher Attitudes, Self Efficacy, Group Dynamics