Date of Graduation

5-2026

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership (EdD)

Degree Level

Graduate

Department

Counseling, Leadership, and Research Methods

Advisor/Mentor

Lasater, Kara

Committee Member

Smith, Christy

Second Committee Member

Hensley, Michael

Keywords

district instructional leadership team; isolation; collective efficacy

Abstract

The purpose of this study was to explore experiences that influence the collective efficacy of a district instructional leadership team and to better understand the members’ perceptions of isolation in their roles. The study used an action research approach with both qualitative and quantitative methods to provide insight to district leaders to create the conditions for improving their teams and the experiences of their leaders. The study answered the following research questions: What collective efficacy-shaping experiences influence the District Instructional Leadership Team (DILT)? In what ways can a DILT influence the collective efficacy of its members? How does the DILT's focus on collective efficacy influence members' perceptions of isolation? Research regarding collective efficacy, its link to perceptions of isolation, and leadership influences on collective efficacy was used to guide the action research and development of interventions for the leadership team. Findings suggest that district leaders should consider formalized experiences that provide leaders opportunities to learn from each other, to gain an understanding of the context of their work and the work of other leaders, and to find alignment across campuses that they serve. These experiences are valuable when there is an environment of trust and vulnerability. Findings also suggest that time of year and changes in team membership may be factors that contribute to changes in a team’s collective efficacy. Additionally, perceptions of isolation were attributed to self-awareness of the uniqueness of an individual’s role and the interactions between leaders when there was uncertainty in how roles were expected to contribute to district goals. Maintaining a connection to external expertise was noted as beneficial support. Recommendations for district leaders with a desire to improve the collective efficacy of their leadership teams include establishing expectations for practices and procedures of the team, defining the support network and working relationships within the team, focusing on trust-building practices, and monitoring the collective efficacy of the team.

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