Leaders’ Actions to Improve Trust and Efficacy in a High-Poverty Urban School

• In Event: AERA Roundtable Session Wednesday 10:50 am Four Seasons Ballroom 4
  In Roundtable Session: Deeper Dives Into the Practice and Actions of Educational Leaders (Table 2)

Abstract

Schools that serve large numbers of Emergent Bi-lingual students, special education students, and students from low socio-economic backgrounds face a higher risk of identification as schools In Need of Improvement (Abedi, 2004; Darling-Hammond, 2007; Fusarelli, 2004). Research by Goddard and others have found that teacher collective efficacy is positively related to increased student academic performance (e.g., Goddard; Goddard & Skrla; Goddard, Hoy& Woolfolk-Hoy; Tschannen-Moran & Barr; et al.). Dewitt (2019) noted that collective efficacy does not just happen. The principal plays an important role in creating a culture where all students can learn. The intent of this study was to understand actions that administrators engaged that assisted in developing trust and collective efficacy of the teachers in a high-poverty urban school.

Author

• Douglas Ray Rice, Texas A&M University