Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching, Leadership & Professional Practice

First Advisor

Julie Robinson

Abstract

This study investigates the roles of teacher leadership in enhancing teacher efficacy through mentorship and peer coaching. It examines the impact of these programs in educational settings, providing insights into their effects on efficacy. Using a phenomenological approach, in-depth interviews were conducted with mentors, administrators, and participating teachers, revealing perspectives on the strengths, weaknesses, and suggestions for improvement of the program. Thematic analysis of the data offered comprehensive insights into the experiences of participants. The findings highlight the important role of mentorship and peer coaching in enhancing teacher efficacy through five themes: Teacher Efficacy and Professional Growth, Transition and Adaptation, Collaborative Practices, Supportive Structures for New Educators, and Professional Identity Formation. By utilizing Van Kaam's phenomenological framework, the study emphasizes the significance of collaborative relationships and accountability in promoting continuous educator development. The results indicate a need for supportive structures that foster resilience and a sense of belonging within educational communities. Understanding the impact of these programs is crucial for shaping effective educational policies and improving student learning outcomes.

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