Date Awarded

2022

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Margaret E. Constantino

Committee Member

James H. Stronge

Committee Member

Thomas J. Ward

Abstract

As with other roles in education, the role of the literacy leader is one that is particularly susceptible to professional isolation. Recognizing the need for additional collaborative opportunities for literacy leaders in the District, this mixed methods action research study sought to implement an intervention in which a group of literacy leaders who are the sole literacy leader in their schools participated in a community of practice (CoP) focused on problems of practice identified by the group. The study examined how the select literacy leaders’ participation in a CoP influenced their perceptions of self-efficacy, isolation and trust with one another, and professional growth and practice within their literacy leader roles. Measurement instruments included surveys, semi-structured interviews, CoP meeting transcripts, and a field notes journal kept by the researcher. Following their participation in the CoP, literacy leader participants described their experience as one that promoted confidence, collaboration, affirmation, validation, and influence. Study findings also concluded that the CoP was a source of belonging, collegiality, and trust for participants. The CoP intervention that was implemented in the study was additionally found to promote a learning community and opportunities for situated learning among participants within an authentic context. Recommendations include that collaborative activities that promote self-efficacy be continued in the District and that time during the professional workday be devoted to the implementation of these activities on a regular basis.

DOI

https://dx.doi.org/10.25774/w4-x8vt-qd74

Rights

© The Author

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