The Influence of School Leadership Style on Collective Teacher Efficacy at Cunningham High School from the Perspective of Three Teachers

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dc.contributor.author Claxton, Patricia
dc.date.accessioned 2019-01-09T16:20:26Z
dc.date.available 2019-01-09T16:20:26Z
dc.date.issued 2017
dc.identifier.uri http://uwispace.sta.uwi.edu/dspace/handle/2139/46346
dc.description.abstract This case study explored how the leadership style of the administration of a secondary school in Central Trinidad might have influenced the collective teacher efficacy (CTE) of its teaching staff. The research focused on the perspectives of three teachers who appeared to be experiencing diminished efficacy as a result of a change in the leadership style of the school’s administration. Data were collected through interviews. Analysis of the data revealed that teachers’ perspectives of the staff-administration relationship did have an appreciable effect, with less democratic leadership styles having a negative effect on CTE. However, school contextual factors and teacher affective states were also found to have had a significant influence on CTE. en_US
dc.language.iso en en_US
dc.subject Case studies en_US
dc.subject Secondary school teachers en_US
dc.subject Teacher attitudes en_US
dc.subject Teacher effectiveness en_US
dc.subject Trinidad and Tobago en_US
dc.title The Influence of School Leadership Style on Collective Teacher Efficacy at Cunningham High School from the Perspective of Three Teachers en_US
dc.type Thesis en_US
dc.Institution University of the West Indies (Saint Augustine, Trinidad and Tobago) en_US


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