Abstract
Purpose. The purpose of this qualitative case study was to explore the practices that develop collective efficacy that increase student achievement in high-poverty, high-performing schools. Collective efficacy can be defined as the perceptions of educators in a school who can develop appropriate methods and actions to positively affect student achievement (Goddard, 2001a). The study investigated the various ways efficacy and collective efficacy, perspectives outlined in Bandura's (1986) social cognitive theory, are nurtured in schools to accelerate the learning of impoverished students.Methodology. A qualitative case study design was used to explore the following research questions: (a) How do perceptions about poverty impact the belief systems of educators who serve impoverished students? (b) What practices develop collective efficacy among educators serving high-poverty students? (c) How does collective efficacy positively impact or increase student achievement? The study investigated the practices and procedures that develop collective efficacy and how perceived collective efficacy positively impacts student achievement. The researcher utilized a purposeful sampling approach by interviewing 10 participants who served at the school for at least 1 full school year, an interview protocol to ensure reliability, and validation procedures of member checking to provide evidence of accurate information (Creswell, 2015; Merriam, 1998).Findings. The researcher identified 8 themes that reoccurred in participant responses to interview questions: (a) poverty negatively impacts achievement, (b) educators believe their actions can positively impact students living in poverty, (c) mastery experiences contribute to the development of collective efficacy, (d) vicarious experiences develop collective efficacy, (e) persuasive experiences develop collective efficacy, (f) overcoming challenges develop collective efficacy, (g) collective efficacy at the research site, and (h) collective efficacy positively impacts achievement.Conclusion. Analysis of the findings revealed perspectives on the efficacious culture of a high-poverty school and its impact on student achievement. Each participant provided unique perspectives about the practices that develop collective efficacy and how his/her positive school culture has increased the achievement of impoverished students.Recommendations. Future research could explore the perceptions of school leaders at high-achieving, high-poverty schools in the development of collective efficacy. This research has direct implications for principal leadership professional development and graduate programs. This research study adds to the field of educational and organizational leadership by providing data that support the need for leaders to develop positive, supportive, efficacious cultures.