Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this quantitative study was to explore the impact that teacher teams, specifically building-level leadership teams and professional learning communities, can have on a schools safe and collaborative culture and effective teaching practices. Waves of school reform have made their way through legislation and schools and, as a result, have increased demands placed upon building principals as leaders of their schools. This study utilized a survey adapted from Marzanos High Reliability Schools TM framework which was administered to all current Indiana secondary public-school teachers. Inferential analysis indicated that both building-level leadership teams and professional learning communities have a significant effect on a schools safe and collaborative culture and effective teaching. While a principals participation in the Indiana Principal Leadership Institute (IPLI) was not found to have a significant effect, correlational analysis did determine that a safe and collaborative culture and effective teaching have the potential to effect each other due to a positive linear relationship being found between the two variables. Analysis of research questions resulted in important implications that focus on a principals development of collaborative teams within their school structure, specifically building-level leadership teams and professional learning communities. The findings and implications of this study, combined with additional supportive research cited within this study, signal to the importance of a principals responsibility to both develop and support collaborative teacher teams in the buildings they lead.

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