Dissertation/Thesis Abstract

Teacher Social Capital: The Development of a Conceptual Model and Measurement Framework with Application to Educational Leadership and Teacher Efficacy
by Minckler, Cheri Hoff, Ed.D., University of Louisiana at Lafayette, 2011, 475; 3489646
Abstract (Summary)

The purpose of this quantitative study has been to develop and validate a conceptual model and measurement framework that can be used to guide research into the phenomenon of teacher social capital. This framework should enable researchers to answer the following important questions about social capital in the school setting: Are relationships among teachers a source of social capital that potentially contributes to school success? If so, from a leader's perspective, how can that asset (teacher social capital) be developed, maintained, and/or enhanced? Contributions from literature and research in social capital theory, community psychology, leadership, and education have culminated in a model that identifies: (1) the attributes of an environment where teacher social capital can germinate and thrive, (2) the dimensions of teacher social capital, (3) outcomes of a system of teacher social capital, and (4) the role of leadership in fostering teacher social capital. In order to test the conceptual model, a measurement instrument was developed to operationalize teacher social capital. This instrument was used in conjunction with measures of leadership and teacher efficacy to gather data necessary to answer the research questions and test the hypotheses. The survey set was distributed to approximately 719 teachers in 14 Louisiana schools. Major findings of the study showed that: (1) the model of a system of teacher social capital developed for this study provided reasonable support for rather strong, positive relationships between the study variables; (2) the instrument developed for use in the study demonstrated reasonable psychometric qualities; (3) the overall relationship between leadership and teacher bonding social capital is significant, positive, and large in magnitude; and (4) there is a significant difference in the level of teacher social capital among teachers in schools with a high school performance score, as compared to teachers in schools with a low school performance score.

Indexing (document details)
Advisor: Olivier, Dianne F., Trahan, Mitzi P.
Commitee: Adams, Nan B.
School: University of Louisiana at Lafayette
Department: Educational Leadership
School Location: United States -- Louisiana
Source: DAI-A 73/04, Dissertation Abstracts International
Subjects: Educational leadership, School administration
Keywords: Educational leadership, Effective teachers, Leadership, Professional learning communities, Social capital, Teacher effectiveness, Teacher efficacy, Teacher social capital
Publication Number: 3489646
ISBN: 978-1-267-09037-9
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