Date of Submission


Document Type



Doctor of Education




Collective teacher efficacy, servant leadership, social cognitive theory, capabilities approach, English language learners, part-time instructors


This organizational improvement plan (OIP) seeks to enhance the support and collective teacher efficacy of part-time English-language instructors in the Department of English Language and Culture (DELC) at Kei University (KU) (pseudonyms), a private university in the Kansai region of Japan. Currently, part-time and foreign part-time English-language instructors teach most of the compulsory English courses in the DELC at KU, but they receive limited institutional support and guidance, which negatively affects their ability to teach effectively and their students' learning outcomes. This OIP examines the lack of support and collective teacher efficacy of part-time instructors as a problem of practice (PoP) that exists both within the organizational context of KU and the broader contextual forces of internationalization, economic globalization, and national and organizational cultures that shape the teaching and learning of English in Japanese universities. This OIP is grounded in the theoretical frameworks of social cognitive theory, the capabilities approach, and an eclectic leadership approach based on the principles of servant leadership. Drawing from the author's experience as a committed part-time instructor, this OIP proposes an integrated change plan that underscores the connection between the well-being, support, and collective efficacy of instructors, addresses the PoP, and serves the needs of the broader community of students, faculty, and staff at KU. The change plan described in this OIP should be beneficial to educational leaders in Japanese universities who aspire to foster support and collective teacher efficacy among their faculty.