Rural teachers’ perceptions of leadership practices influencing efficacy

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dc.contributor.authorDesrochers, Kathryn Marie
dc.contributor.authorUniversity of Lethbridge. Faculty of Education.
dc.contributor.supervisorAdams, Pamela
dc.contributor.supervisorMombourquette, Carmen
dc.date.accessioned2021-01-06T15:59:30Z
dc.date.available2021-01-06T15:59:30Z
dc.date.issued2020
dc.degree.levelMastersen_US
dc.description.abstractTeacher 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.identifier.urihttps://hdl.handle.net/10133/5816
dc.language.isoen_CAen_US
dc.proquest.subject0515
dc.proquest.subject0449
dc.proquestyesYesen_US
dc.publisherLethbridge, Alta. : University of Lethbridge,Faculty of Education
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)
dc.subjectteacher efficacy
dc.subjectteacher resilience
dc.subjectschool leadership practices
dc.subjectschool leadership behaviours
dc.subjectschool climate
dc.subjectschool culture
dc.subjectinstructional leadership
dc.subject.lcshTeacher effectiveness
dc.subject.lcshTeachers -- Job satisfaction
dc.subject.lcshTeachers -- Attitudes
dc.subject.lcshTeachers -- Professional relationships
dc.subject.lcshLeadership
dc.subject.lcshSchool superintendents and principals
dc.subject.lcshEducational leadership
dc.subject.lcshInterpersonal relations
dc.subject.lcshMentoring in education
dc.subject.lcshTeacher morale
dc.subject.lcshTeacher-principal relationship
dc.subject.lcshResilience (Personality trait)
dc.subject.lcshSchool environment
dc.subject.lcshSchool management and organization
dc.subject.lcshCommunication in education
dc.subject.lcshTeacher turnover -- Prevention
dc.subject.lcshDissertations, Academic
dc.titleRural teachers’ perceptions of leadership practices influencing efficacyen_US
dc.typeThesisen_US
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