Teachers’ Perceptions of Principal Leadership, School Environment, and Collective Teacher Efficacy: A Case Study

Abstract

In this case study of one urban school, I aimed to examine teachers’ perceptions of principal leadership, school environment, and collective teacher efficacy that I analyzed through the lens of social cognitive theory. My findings suggest that the school environment has the greatest influence on the perceptions of teachers. I found proxy agency emerged from participants’ perceptions of the school environment, specifically with the organizational and working conditions cultivated by leadership. Additionally, my findings indicate teachers who are connected to their environment can have a stronger sense of self-efficacy that can be motivated to display prosocial behaviors which can produce specific performance outcomes. From this study, I conclude that leveraging teachers’ perceptions of principal leadership, school environment, and collective teacher efficacy could have implications for future success within a school setting. I recommend strengthening principal leadership abilities and actions to better support teachers through the challenges that are influencing teachers’ perceptions of principal leadership, school environment, and collective teacher efficacy. Also, I recommend all stakeholders in education, policymakers, and for future research, commit to sustainable actions for learning and promoting Sustainable Development Goal #4 Quality Education and Sustainable Development Goal #3 Good Health & Well-Being.