2026-09-19T18:46:09.842217500Zhttps://opus.uleth.ca/server/oai/requestoai:opus.uleth.ca:10133/58162021-01-07T07:04:55Zcom_10133_3346com_10133_1com_10133_296col_10133_3348col_10133_298
ULethbridge OPUS Repository
supervisor
Adams, Pamela
supervisor
Mombourquette, Carmen
author
Desrochers, Kathryn Marie
author
University of Lethbridge. Faculty of Education.
2021-01-06T15:59:30Z
2021-01-06T15:59:30Z
2020
https://hdl.handle.net/10133/5816
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_CA
teacher efficacy
teacher resilience
school leadership practices
school leadership behaviours
school climate
school culture
instructional leadership
Rural teachers’ perceptions of leadership practices influencing efficacy
Thesis
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URL
http://localhost:4000/bitstreams/79db8aa4-b512-4d39-8ae7-1dbf81d72f7d/download
File
MD5
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application/pdf
Desrochers_Kathryn_MED_2020.pdf
URL
http://localhost:4000/bitstreams/aa7ca9f1-7b7a-497a-aafe-9ec20cf39548/download
File
MD5
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text/plain
Desrochers_Kathryn_MED_2020.pdf.txt