Dissertation/Thesis Abstract

A Quantitative Study of Collaborative Theories of Action, Teacher Collective Efficacy, and the Behaviors of Student Self-Directedness
by Huff, Melissa Ann, Ed.D., Lindenwood University, 2020, 189; 28255857
Abstract (Summary)

This quantitative study was conducted to investigate the relationships among teacher collective efficacy, espoused theories of collaboration, collaborative theories in use, the gap between these theories, and student self-directedness. Costa and Kallick (2014) and Tough (2016) suggested student success is more than just academic. Frey, Hattie, and Fisher (2018) indicated student success is achieved when students develop a self-directed disposition. Based on the historical work of Argyris, Putnam, and Smith (1987), establishing the difference between espoused theories and theories in use, espoused theories of collaboration, collaborative theories in use, and the gap between these theories of action were investigated. The sample for this study included randomly selected first- through fourth-grade teachers in buildings whose districts were members of the Southwest Center for Educational Excellence. A survey was developed by the researcher, and data were collected from the sample using Qualtrics. A statistically significant relationship was found between the theories of action gap and student self-directedness, indicating a need to develop self-awareness about who teachers are as collaborators.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Moeller, Trey, Rossetti, Anthony
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 82/5(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Elementary education, Educational sociology
Keywords: Collaboration, Student success
Publication Number: 28255857
ISBN: 9798698525530
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