Date of Award

2017

Document Type

Doctoral Paper

Degree Name

Ed.D.

Keywords

Teacher Social Capital, Social Capital, School Leadership

Department

Educational Administration and Policy Studies

First Advisor

Susan Korach, Ed.D.

Second Advisor

Kent Seidel, Ph.D.

Third Advisor

Ellen Miller-Brown, Ph.D.

Abstract

This study examined the relationship between teacher perceptions of teacher social capital, school leadership and school performance in schools across Colorado. The following three research questions framed the study: l) What is the evidence of teacher social capital within teacher perceptions of their school working conditions; 2) What is the relationship between teacher perceptions of school leaders and teacher social capital; and 3) What is the relationship between teacher social capital and school academic performance? Using data collected by the Colorado Department of Education in the 2015 Teaching, Empowering, Leading and Learning (TELL) survey of teachers, school leaders and other professional staff on teacher working conditions, this quantitative study used exploratory factor analysis, correlation and multiple linear regression to analyze data from over 997 schools. The regression analysis resulted in a strong finding that teacher bonding social capital explained 10% of the variance of school academic achievement. Teacher bonding social capital in combination with "precondition/energizers" variables (a factor comprised of school environmental conditions including opportunities, motivations and abilities) can explain up to a total of 18% of the variance in school academic outcomes. These two factors together are important levers for school leaders, teacher leaders and district principal supervisors to focus on in their efforts to improve school performance. In addition, two key actions for leaders is to develop and support the parent and community culture in schools as these were significant and positive sub-factors of teacher bonding social capital.

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