Theses and Dissertations
Date of Award
2004
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education (EdD)
Department
Abraham S. Fischler College of Education and School of Criminal Justice
Advisor
Anne Joslin
Committee Member
James Ann Lynch
Committee Member
Maryellen Maher
Keywords
Self Efficacy/Teacher Collaboration/Teacher Morale/Cooperative Planning
Abstract
The elementary school featured in this study was on the verge of a state takeover due to 7 years of low student academic achievement when the researcher became principal in the fall of 2002. A consultant hired to complete a needs assessment in the spring of 2002 documented low on-task levels and frequent interruptions of instruction. A comprehensive school improvement initiative was undertaken, a school-wide discipline plan was implemented, and teachers were trained on the use of exemplary instructional strategies. The implementation of the new strategies was closely monitored during the 2002-2003 school year through frequent classroom observations and examination of portfolios of student work. The rapid change from a casual culture to an accountability culture brought about high levels of faculty anxiety and caused the teachers to feel overwhelmed. P. Ashton and K. B. Webb (1986) demonstrated a strong link between teacher self-efficacy and their performance as measured by student academic achievement. The purpose of this study was to determine if the development of a shared vision for the school and the development of a collaborative professional learning community would improve morale and create a greater sense of teacher self-efficacy.
The intervention involved the creation of faculty learning groups that provided the framework for developing a shared vision for the school and the structure for collaborative learning opportunities. In learning groups, teachers were led through a values clarification process that resulted in the drafting of mission, vision, values, and goals statements for the school. R. DuFour and R. Eaker’s (1998) definitions of vision, mission, values, and goals guided the study. A modified version of S. Simon, L. Howe, and H. Kirschenbaum’s (1995) personal coat of arms activity was used to develop a consensus about the values that should guide the school. Teachers worked collaboratively to create rubrics for common assignments and shared their assessments of their students’ work. C. D. Glickman’s (1990) peer clinical supervision model provided a framework for teachers to follow in beginning a process of peer observations. Each teacher was matched with a teacher of like temperament from another grade level using D. Keirsey’s (1998) Keirsey Temperament Sorter II. Teachers were matched across grade levels for peer supervision activities, and the learning groups were grouped by grade level.
The Diagnostic Assessment of School and Principal Effectiveness (H. Ebmeier, 1988) was used to measure the effectiveness of this intervention. A comparison of preintervention and postintervention survey results indicated that both faculty morale and teacher self-efficacy improved. A statistical analysis supported the impact of this intervention with a 95% confidence level. The learning groups provided a vehicle for teachers to establish a clear sense of purpose while they built their capacity to meet higher instructional expectations as they learned new teaching strategies and developed shared norms of excellence for evaluating student work.
NSUWorks Citation
George H. Kornegay jr. 2004. The Effect of Shared Vision and Faculty Collaboration on Morale and Teacher Self-Efficacy. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (892)
https://nsuworks.nova.edu/fse_etd/892.