Relationship between teacher Collective Efficacy and Instructional Rounds Elements and teacher perspectives regarding impact on teaching and learning

The purpose of this study was to investigate connections between collective efficacy and elements related to teacher/school involvement in the Instructional Rounds process. Specifically, this study examined (a) the relationship between elements of the Instructional Rounds process and collective efficacy, (b) differences between the collective efficacy of teachers and number of years a school has been involved in Instructional Rounds, and differences in the collective efficacy of teachers who have directly participated and those who have not directly participated in the Instructional Rounds process, (c) main effects on collective efficacy for school type, duration of Instructional Rounds, and the interaction, and (d) impact of the Instructional Rounds process on teaching and learning.;A mixed method, QUAN -- QUAL design was employed using both a web-based survey and focus group interviews. Survey population included 187 teachers from 12 schools within five districts who are members of the Executive Instructional Leadership Program for Rural Central Valley School Districts.;Quantitative results revealed a significant moderate positive correlation for the relationship between Collective Efficacy ratings and Instructional Rounds Elements ratings. However, no difference was found between number of years a iii school has been involved in Instructional Rounds and Collective Teacher Efficacy Scale ratings.;Results revealed no significant difference between Collective Teacher Efficacy Scale ratings of direct participants and indirect participants. No significant differences were indicated for Collective Teacher Efficacy Scale ratings by school type or number of years a school has been involved in Instructional Rounds. However, there was a significant interaction between school type and years involved in the Rounds process on collective efficacy ratings.;Qualitative data from six focus group interviews were analyzed and five themes emerged regarding the impact the Instructional Rounds process has had on teaching and learning: (a) Observation Outcome-Learn Additional Strategies, (b) Focused Improvement, (c) Importance of Commitment to and Collective Understanding of the Problem of Practice, (d) Cultivating the Next Steps -- Next Level of Work, and (e) Cultural Shift.