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.
|Commitee:||Moeller, Trey, Rossetti, Anthony|
|School Location:||United States -- Missouri|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational sociology|
|Keywords:||Collaboration, Student success|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be