Author

Lara Storm

Date of Award

December 2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Laura Link

Abstract

This study is a secondary data comparative analysis using the Leader in Me Measurable Results Assessment (MRA) to examine whether teachers at Leader in Me Lighthouse certified schools have a greater degree of instructional self-efficacy than teachers at non-Lighthouse certified Leader in Me schools. Literature shows that students in classes with teachers that have a higher degree of instructional self-efficacy experience higher student achievement and a more supportive classroom climate. In addition, those teachers with higher efficacy experience lower levels of stress and burnout and are more engaged in professional development. The guiding notion of this investigation is that implementing the Leader in Me process to the Lighthouse certification quality standard should bring about higher levels of self-efficacy for teachers at those schools. This study found that there are limited differences in the instructional self-efficacy of teachers at Lighthouse certified Leader in Me schools versus those at Leader in Me schools that are not Lighthouse certified. As a result, a coaching cycle was created for use by Leader in Me coaches to increase the individual and collective teacher efficacy and student achievement at Leader in Me schools.

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