American College of Education (ACE) is deeply proud of its graduates and their accomplishments. This blog is inspired by Ed.D. in Leadership alumnus Dr. Timothy R. Sparbanie’s dissertation research. You may also read it in full.
School leaders are under increasing pressure to improve student achievement, particularly in elementary settings where foundational learning takes place. While many strategies focus on curriculum, instruction and assessment, research has identified another powerful factor influencing student outcomes: collective teacher efficacy. This concept reflects the shared belief among teachers that, together, they can positively impact student learning regardless of external challenges.
Despite its importance, however, many elementary school leaders remain uncertain about how to intentionally develop and sustain collective teacher efficacy within their schools. Leadership practices, school culture and collaborative structures all play a role, yet the specific ways leaders influence collective teacher efficacy are not always clearly understood.
Sparbanie’s research explores how elementary school leaders perceive their role in shaping collective teacher efficacy and how those perceptions connect to student achievement. To better understand these dynamics, Sparbanie’s study sought to answer the following questions:
- Research Question 1: How do elementary school leaders perceive leadership practices can increase collective teacher efficacy in a school division in Virginia?
- Research Question 2: How do elementary school leaders perceive that increased collective teacher efficacy contributes to increased student achievement in a school division in Virginia?
Understanding Leadership’s Role in Collective Teacher Efficacy
Elementary school leaders are responsible for creating the conditions that support both teacher effectiveness and student achievement. While research has consistently identified collective teacher efficacy as a key influence on student success, many leaders struggle to identify the specific knowledge, skills and leadership practices needed to foster it within their schools.
This is the problem explored in Sparbanie’s study, where the elementary school leaders in one Virginia school division did not fully understand or implement the leadership practices required to positively impact collective teacher efficacy. Simply focusing on innovative teaching practices does not seem to foster the growth that educational leaders want.
The purpose of Sparbanie’s qualitative case study was to explore the perceptions of elementary school leaders regarding their impact on collective teacher efficacy. The study also examined how leaders perceive the relationship between collective teacher efficacy and student achievement. By focusing on leadership practices, school culture and collaboration, the study aimed to provide insight into how elementary leaders can more effectively support teachers and improve student outcomes.
Previous Studies: Collective Teacher Efficacy and Leadership Practices
Sparbanie conducted extensive secondary research to better understand the relationship between leadership practices, collective teacher efficacy and student achievement. While existing research highlights the importance of each of these areas individually, the literature also reveals a gap in understanding how elementary school leaders specifically influence collective teacher efficacy in practice.
From Self-Efficacy to Collective Teacher Efficacy
Research on collective teacher efficacy is rooted in psychologist and professor Albert Bandura’s theory of self-efficacy, which focuses on an individual’s belief in their ability to achieve specific goals. Over time, this concept expanded to include collective efficacy, where groups develop shared beliefs in their ability to succeed.
In educational settings, collective teacher efficacy refers to the shared belief among teachers that their combined efforts can positively impact student learning. Studies consistently show that when teachers operate with a strong sense of collective efficacy, they are more likely to set high expectations, persist through challenges and collaborate to improve instructional practices. This shared belief has been identified as one of the most powerful influences on student achievement.
The Impact of Collective Teacher Efficacy on Student Achievement
Prior research demonstrates a strong connection between collective teacher efficacy and improved student outcomes. Schools with high levels of collective efficacy often show increased student motivation, stronger academic performance and more positive learning environments.
Teachers in these settings tend to create rigorous instructional goals, engage students more effectively and maintain a focus on continuous improvement. Collective teacher efficacy also contributes to stronger relationships among staff and students, which supports both academic and social development. These findings reinforce the importance of understanding how collective efficacy develops within schools.
Leadership Practices That Support Collective Teacher Efficacy
Previous studies emphasize that school leaders play a critical role in shaping the conditions that allow collective teacher efficacy to grow. Leadership practices such as establishing a shared vision, promoting collaboration and supporting professional learning are frequently linked to stronger teacher efficacy.
Research also highlights the importance of school culture, including trust, communication and mutual respect among staff. Leaders who create opportunities for teachers to collaborate, reflect on practice and contribute to decision-making processes are more likely to foster environments where collective efficacy can thrive.
Transformational Leadership and School Improvement
Sparbanie’s literature review also involved transformational leadership theory, which focuses on leaders’ ability to inspire, motivate and support their staff in achieving shared goals. Transformational leaders emphasize relationship building, clear communication and a commitment to continuous improvement.
Studies suggest that this leadership style is particularly effective in educational settings because it encourages innovation, collaboration and a shared sense of purpose. These elements align closely with the conditions needed to develop collective teacher efficacy.
Gaps in Understanding Leadership’s Direct Impact
Despite a strong body of research on collective teacher efficacy and leadership practices, Sparbanie found a gap in understanding how elementary school leaders specifically influence collective teacher efficacy in their schools. While general leadership strategies are well documented, there is limited research that captures leaders’ perceptions of their own impact.
This gap highlights the need for studies like Sparbanie’s, which focus on real-world leadership experiences and provide insight into how leaders understand and apply practices that support collective teacher efficacy and student achievement.
Discovering Elementary Leaders’ Perspectives
Sparbanie’s qualitative study followed a case study research design to explore how leadership practices function within a specific real-world context. The focus was on elementary school leaders in one school division in Virginia and how they perceived their impact on collective teacher efficacy and student achievement.
Participants were selected using purposive sampling and included 15 elementary school leaders serving in roles such as principals, assistant principals and deans. Each participant met established criteria and had experience leading within elementary school settings. Data were collected through semi-structured interviews, allowing participants to share detailed insights into their leadership practices and experiences.
To ensure the credibility and trustworthiness of the study, established qualitative research procedures were followed, including careful alignment between the research questions, data collection methods and analysis process.
Data Analysis: How Leaders Shape Collective Teacher Efficacy
Using a qualitative thematic analysis, Sparbanie identified several central themes across his interviews, including shared leadership and vision, teacher support and development, school culture, student-centered practices, collaboration, and continuous improvement. Together, these themes reflect how leaders influence collective teacher efficacy through intentional leadership practices and organizational conditions.
Research Question 1: Leadership Practices That Build Collective Teacher Efficacy
The first research question examined how elementary school leaders perceive leadership practices that increase collective teacher efficacy. Participants consistently emphasized the importance of shared leadership and a unified vision, noting that when teachers are involved in decision-making and aligned around common goals, a stronger sense of collective responsibility develops.
Leaders also highlighted the role of teacher support and development in building efficacy. Providing meaningful professional learning opportunities, offering feedback and creating space for growth were seen as essential practices. Many participants described how investing in teachers’ skills and confidence contributed to a stronger collective belief in their ability to impact student learning.
A positive school culture was another key factor identified by participants. Leaders noted that trust, respect and open communication created an environment where teachers felt supported and willing to collaborate. Collaboration and communication were closely tied to this culture, as leaders described the importance of structured opportunities for teachers to work together, share practices and reflect on student outcomes.
Finally, participants emphasized continuous improvement and innovation as part of building collective teacher efficacy. Leaders who encouraged reflection, data use and instructional improvement helped create a mindset focused on growth and shared success.
Research Question 2: Collective Teacher Efficacy and Student Achievement
The second research question focused on how leaders perceive the relationship between collective teacher efficacy and student achievement. Participants consistently reported that increased collective teacher efficacy contributes to improved student outcomes, particularly when teachers work collaboratively to address student needs.
Leaders described how a strong sense of collective efficacy led to higher expectations for students and more consistent instructional practices across classrooms. When teachers shared a belief in their collective impact, they were more likely to persist through challenges, adjust instruction and focus on student-centered practices that support learning.
Participants also noted that collective teacher efficacy contributed to a more positive and focused school environment. This included stronger relationships among staff, increased collaboration and a shared commitment to student success. These conditions were perceived to support both academic achievement and student engagement.
Overall, the findings suggest that leadership practices that strengthen collective teacher efficacy can positively influence student achievement. By fostering collaboration, supporting teacher development and maintaining a clear vision, elementary school leaders play a critical role in shaping both teacher beliefs and student outcomes.
Strengthening Leadership Practices to Improve Student Achievement
Sparbanie determined that elementary school leaders play a critical role in developing collective teacher efficacy through intentional leadership practices and supportive school environments. Leaders who promote shared vision, collaboration and ongoing teacher development help create the conditions where teachers believe in their collective ability to impact student learning. These findings suggest that leadership is not only about managing schools but also about shaping the beliefs and practices that drive student success.
Because this study focused on a specific group of elementary school leaders in one Virginia school division, the findings may not reflect all school contexts or leadership environments. Sparbanie recommends future research that explores how leadership practices influence collective teacher efficacy across different regions, school levels and organizational structures.
For the future of elementary education, Sparbanie emphasizes the importance of leadership practices that prioritize collaboration, communication and continuous improvement. He highlights the need for leaders to intentionally build systems and cultures that support teacher growth and shared responsibility for student outcomes. By strengthening these practices, schools can foster collective teacher efficacy and improve student achievement in meaningful and sustainable ways.
American College of Education (ACE) supports educational leaders as they work to improve teaching and learning in their schools. Through programs like our Ed.D. in Leadership, ACE prepares leaders to implement research-informed strategies that strengthen school culture, support educators and drive student success. Explore our full catalog of online doctorates in education.
