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Dissertation
Exploring teacher efficacy and school climate: a case study on the impact of self and collective efficacy in shaping educational environments
Doctor of Education (Ed.D.), Drexel University
Jun 2025
DOI:
https://doi.org/10.17918/00010975
Abstract
This mixed-methods case study examined how teacher self-efficacy and collective teacher efficacy influenced school climate in a middle school setting. Grounded in Bandura's Social Cognitive Theory and supported by a post-positivist, social constructivist, and critical theoretical framework, the study explored the reciprocal relationship between teacher beliefs and the broader educational environment. Data were collected through Bandura's Teacher Self-Efficacy Scale, the 2024-2025 Perceptyx School Climate Survey, and semi-structured interviews with 12 full-time teachers at Catherine Hall, a middle school at Milton Hershey School. Quantitative analysis revealed high teacher confidence in instructional practices and student engagement, with the highest scores in motivating students and maintaining task focus. However, lower efficacy was reported in areas related to structural influence, such as schoolwide decision-making and community partnerships. The correlation between teacher self-efficacy and school climate perceptions was weak (r = .12), suggesting these constructs may function independently at the institutional level. Qualitative findings revealed four key themes: confidence as central to teaching effectiveness, the influence of mindset and leadership on climate, the role of formal and informal collaboration, and the importance of empowerment through professional trust. Teachers described how informal care, such as emotional support from peers and leadership presence, fostered a sense of collective efficacy and resilience. The study concluded that while teacher self-efficacy supports strong classroom environments, collective efficacy and a positive school climate depend on leadership practices, structural collaboration, and recognition of relational labor. Implications include adopting distributed leadership, creating protected time for collaboration, and supporting systems that elevate teacher voice and agency. Keywords: teacher self-efficacy, collective efficacy, school climate, educational leadership, middle school.
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Details
- Title
- Exploring teacher efficacy and school climate
- Creators
- Danielle Peirson
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- iv, 144 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022057638304721