Developing Collective Teacher Efficacy Through Embedded Qualitative Reflective Practices in Continuous Improvement for Equity

The purpose of this study was (a) to build embedded reflective practices with qualitative data in alignment with existing continuous improvement (CI) for equity processes and (b) provide professional development (PD) to support educators in using qualitative data sharing processes with the expectation of collective teacher efficacy (CTE) development. CTE and the enabling conditions (ECs) of embedded reflective practices and empowered teachers were studied to determine how educator engagement in structured storytelling about evidence of success could support their CTE development. The underlying theoretical frameworks for this study were CI and CTE in the context of liberatory approaches to education.This mixed methods action research (MMAR) study was conducted in the United States in Northern California at a public charter high school utilizing the EL Education learning model. Six participants in a representative sample engaged in a four-week intervention involving four collaboratively-designed, virtual, 2-hour PD sessions. Pre- and post-intervention surveys were administered and based on the CTE Scale and the Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES). Two individual interviews and a four person focus group were also conducted post-intervention. Quantitative data from the surveys were analyzed through descriptive statistics and a one sample t-test. An inductive analysis process was utilized to analyze qualitative data to determine codes, categories, and themes. Both the quantitative and qualitative data were synthesized. Results suggest a consistent presence of CTE and the existence of embedded reflective practices and empowered teachers both before and after the intervention. Although the quantitative data demonstrates no significant change from the pre- to post-survey in the development of CTE across the whole staff, the qualitative data demonstrates that participants were positively influenced by the intervention in regards to their CTE, empowerment, and embedded reflective practices. The discussion focuses on CTE development with qualitative, educator-generated evidence of success in a liberatory school environment. Findings inform the local and larger educational context by providing an example of how educator storytelling as evidence of success in CI for equity processes can influence CTE development.