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.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorClaxton, Patricia
dc.date.accessioned2019-01-09T16:20:26Z
dc.date.available2019-01-09T16:20:26Z
dc.date.issued2017
dc.description.abstractThis 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.identifier.urihttps://uwispace.sta.uwi.edu/handle/2139/46346
dc.language.isoenen_US
dc.subjectCase studiesen_US
dc.subjectSecondary school teachersen_US
dc.subjectTeacher attitudesen_US
dc.subjectTeacher effectivenessen_US
dc.subjectTrinidad and Tobagoen_US
dc.titleThe Influence of School Leadership Style on Collective Teacher Efficacy at Cunningham High School from the Perspective of Three Teachersen_US
dc.typeThesisen_US

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