Date of Award

Summer 6-1-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Brad Balch

Second Advisor

Steve Gruenert

Third Advisor

Darin Gullion

Abstract

This study set out to explore what can be done to improve outcomes for students in Indiana public schools and beyond by exploring ways in which educational leaders might be able to increase levels of teacher self-efficacy in their existing staff. It looked specifically at intellectual play, defined as the behaviors associated with metacognition, play, and innovation, and analyzed its relationship with teacher self-efficacy. Student achievement and overall success in school is critically important to them as individuals and to our society as a whole. If there are innovative ways to improve those outcomes for students, they should be explored. This study holds some importance because it ultimately suggests that there might be some practical things educational leaders can do that might result in increased levels of self-efficacy among their teachers. Such outcomes will have positive impacts on student achievement and overall success in school (Hattie, 2018). The findings of this quantitative study indicate that intellectual play has a significant impact on teacher self-efficacy. In fact, intellectual play explained 36.2% of the variance in teacher self-efficacy.

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