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dc.contributor.supervisor Adams, Pamela
dc.contributor.supervisor Mombourquette, Carmen
dc.contributor.author Desrochers, Kathryn Marie
dc.contributor.author University of Lethbridge. Faculty of Education.
dc.date.accessioned 2021-01-06T15:59:30Z
dc.date.available 2021-01-06T15:59:30Z
dc.date.issued 2020
dc.identifier.uri https://hdl.handle.net/10133/5816
dc.description.abstract Teacher efficacy and resilience have been shown as influential in teacher retention, achieving student outcomes, and educational change. This study sought to gain insights into leadership practices that highly efficacious teachers perceived to impact their effectiveness. Nine highly efficacious teachers from a rural school division in Alberta were interviewed. Data were analyzed using a phenomenological thematic approach. Findings revealed the importance of relationships, collective responsibility, clear direction, positive reinforcement, investment, communication, learning, and feeling part of a team. Recommendations outline key leadership characteristics and practices that may influence teacher efficacy, including: developing strong personal relationships; being visible and present to remain connected to classroom practices and pedagogy; cultivating trust; utilizing strong communication skills to support and guide teachers, as well as set direction and expectations; effective and responsive instructional leadership; and providing structures to support teacher collaboration. en_US
dc.language.iso en_CA en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge,Faculty of Education
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education)
dc.subject teacher efficacy
dc.subject teacher resilience
dc.subject school leadership practices
dc.subject school leadership behaviours
dc.subject school climate
dc.subject school culture
dc.subject instructional leadership
dc.subject.lcsh Teacher effectiveness
dc.subject.lcsh Teachers -- Job satisfaction
dc.subject.lcsh Teachers -- Attitudes
dc.subject.lcsh Teachers -- Professional relationships
dc.subject.lcsh Leadership
dc.subject.lcsh School superintendents and principals
dc.subject.lcsh Educational leadership
dc.subject.lcsh Interpersonal relations
dc.subject.lcsh Mentoring in education
dc.subject.lcsh Teacher morale
dc.subject.lcsh Teacher-principal relationship
dc.subject.lcsh Resilience (Personality trait)
dc.subject.lcsh School environment
dc.subject.lcsh School management and organization
dc.subject.lcsh Communication in education
dc.subject.lcsh Teacher turnover -- Prevention
dc.subject.lcsh Dissertations, Academic
dc.title Rural teachers’ perceptions of leadership practices influencing efficacy en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US
dc.degree.level Masters en_US
dc.proquest.subject 0515
dc.proquest.subject 0449
dc.proquestyes Yes en_US


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