Date of Submission

6-22-2024

Document Type

DiP

Degree

Doctor of Education

Department

Education

Keywords

charter school, gifted education, social cognitive theory, servant leadership, work intensification, collective teacher efficacy

Abstract

The COVID-19 pandemic and neoliberal ideologies in Alberta have presented significant challenges for teachers, especially with the implementation of the new curriculum rollout beginning in 2022. Work intensification has emerged as a considerable problem, adversely affecting teachers' well-being and performance. This Dissertation-in-Practice examines this problem within the context of a public charter school for gifted students. It addresses this issue by focusing on collective teacher efficacy, guided by Bandura's social cognitive theory. A multifaceted leadership approach is adopted to tackle this challenge, guided by servant leadership and supported by instructional leadership, generative leadership, and culturally responsive school leadership. The central focus revolves around planning and implementing solutions to effectively lead change, explicitly addressing the identified problem of work intensification and the lack of collective teacher efficacy. To achieve this objective, the preferred solution is fostering a collaborative culture promoting reflective practice within professional learning. A detailed change implementation plan is developed, guided by the change path model. This change is disseminated through a knowledge mobilization plan, ensuring transparency and understanding among community partners. Finally, the implemented change will be evaluated using the Plan-Do-Study-Act cycle, providing valuable insights for continuous improvement. The overarching goal is to establish a supportive and collaborative school culture that mitigates work intensification and fosters collective teacher efficacy, thereby positively contributing to teachers' overall well-being and performance within gifted education.

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