SHARED LEADERSHIP, PROFESSIONAL LEARNING COMMUNITIES, AND TEACHER SELF-EFFICACY: HOW ONE IMPACTS THE OTHER

Abstract

As a school leader’s task of ensuring learning for all students becomes increasing complex it is vital to determine how to accomplish this task. Leadership has been the focus of many studies; however, this study analyzes school leadership through a distributive lens while also investigating how leadership roles are shared when tasks are dispersed among various leaders within the school. The study further looks into the relationship between sharing leadership tasks and the development of a collaborative culture. Finally, this study seeks to determine the impact of shared leadership roles on the perception of teacher self-efficacy. A mixed methods study was conducted to determine the connection of shared leadership, professional learning communities (PLCs), and teacher perception of self-efficacy. The results of the study indicate it is not officially designated leadership roles that impact teacher self-efficacy, but rather the sharing of leadership responsibilities through PLCs.