Leadership practices of middle school principals that promote collective teacher efficacy

Abstract

This case study investigates the leadership practices of middle school principals in schools with high Collective Teacher Efficacy (CTE). The research aims to understand how specific leadership actions contribute to the enabling conditions that foster CTE. Using a qualitative approach, the study gathered data through semi-structured interviews with three middle school principals and focus groups with teachers from their schools in a large urban district in Alberta, Canada. The findings reveal four central themes: building and distributing leadership capacity, engaging the school community, driving school improvement, and the significance of principal deportment. Principals prioritized building teacher capacity through strategic alignment with the School Development Plan (SDP) and by fostering collaboration within Professional Learning Communities. They engaged in distributed leadership practices, creating environments where teachers felt empowered and supported. In terms of school improvement, principals used the SDP as a tool to guide instructional enhancements and align district mandates with school priorities. Notably, principal deportment emerged as a critical factor. The deportment of principals—how they carried themselves and embodied their leadership roles—played a pivotal role in building trust and enhancing the overall school climate. Principal deportment was not only crucial for fostering a positive school environment but is also integral to the creation and sustainability of CTE, demonstrating that effective leadership practices can intentionally cultivate this essential construct.