Audacity to Lead: Examining the Experiences of Elementary School Leaders and the Effects of Implementing Collective Efficacy

This qualitative study examined how elementary school leaders develop collective efficacy through leadership practices. Through semi-structured interviews with 16 elementary school leaders, the researcher investigated leadership practices that effectively build and sustain collective efficacy while identifying key challenges and supports. Drawing on Bandura's collective efficacy theory, the study employed a phenomenological approach to understanding leaders' lived experiences in developing collective belief systems within their schools. Key findings indicate that successful collective efficacy development requires intentional leadership practices aligned with school improvement's structural and cultural elements. The study found that 87% of participants reported improved collaborative practices through systematic implementation of professional learning communities, while 91% identified specific strategies for addressing challenges in this work. This research contributes to the field by identifying specific leadership practices that support collective efficacy development while highlighting areas requiring further investigation. Recommendations include developing systematic vision-building approaches, implementing structured professional learning systems, and creating comprehensive data systems to measure achievement and cultural indicators. The findings suggest that developing collective efficacy requires sustained, systematic effort supported by aligned leadership practices at both school and district levels.