Date of Award

Fall 11-10-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor/Committee Member

Dr. Julie Antilla

Second Advisor/Committee Member

Dr. Kris Gritter

Third Advisor/Committee Member

Dr. Grace Blum

Keywords

: collective teacher efficacy, self-efficacy, leadership, refugee youth

Abstract

Collective teacher efficacy (CTE) has been shown to positively influence student learning, yet research on the role of leadership in cultivating CTE is still developing, even in mainstream schools. Even less is known about how leadership supports CTE in refugee-serving schools, where the challenges of displacement and interrupted education create additional complexity. This qualitative case study explored how leadership behaviors supported the development of CTE in Blue School, an international educational organization serving refugee youth. Data were collected through semi-structured interviews with teachers and leaders and through organizational documents. Inductive analysis revealed seven themes: shared purpose, trust and well-being, collaboration, structured learning and reflection, leadership through coaching and facilitation, systems, and continual efficacy growth. Participants also identified the accreditation process as a collective mastery experience and described challenges that complicated efficacy-building. Deductive analysis showed strong alignment with the leadership literature and with Bandura’s four sources of efficacy. Findings demonstrate that leadership behaviors most effectively supported CTE when embedded in systems, grounded in mission, and reinforced by organizational structures. The study extends existing scholarship by highlighting the role of onboarding, accreditation, and cross-role problem solving as additional practices that contribute to collective efficacy in refugee-serving schools.

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