Teacher Perceptions of Principal Role in High-Collective-Efficacy High Schools

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-22 - School Workers and School Climate: The Underestimated Impact

Abstract

This mixed methods research explores teacher perceptions of the principal’s role in high collective efficacy high schools. Data was gathered using the Collective Efficacy Scale Short Form and through semi-structured teacher interviews. Qualitative analysis revealed two broad and closely related themes centered on positive school culture and high trust between teachers and the building principal. Seven major codes associated with school culture address the principal’s role in establishing and maintaining a school culture that supports students’ academic, social, and emotional development while providing teachers with necessary resources and structures required to support student development. Five major codes associated with high levels of trust focus on teacher belief in the principal’s commitment to the community and support of teacher efforts.

Author

• Matthew Joseph Cieslowski, Manchester Public Schools