Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

4-20-2026

Graduate Advisor

Melinda Bier

Committee

Melinda Bier, Ph. D

Thomas Hoerr, Ph. D

Satabdi Samtani, Ph. D

Abstract

The action research study examined how participation in teacher-led committees influenced teachers’ perceptions of agency and morale within an urban Midwestern high school. Grounded in theories of shared and distributed leadership, the study addressed a problem of practice centered on limited teacher voice, fragmented communication, and inconsistent collaborative structures. A convergent mixed-methods design was employed to evaluate changes in teacher morale and professional agency following implementation of teacher-led committees.

Quantitative data were collected using Wong’s (1991) Staff Morale Questionnaire (SMQ), measuring leadership synergy, cohesive pride, and personal challenge. Surveys were administered at baseline (N = 30) and endline (N = 36). Welches’ independent samples t-test revealed no statistically significant change in leadership synergy, though the subscale demonstrated acceptable reliability (α = .806; α = .824), consistent with Wong’s findings. Significant increases were found in cohesive pride (d = 1.11) and personal challenge (d = 0.50), indicating growth in collective identity and professional engagement, though reliability for these subscales was limited by sample size.

Qualitative data from semi-structured interviews (N = 14) were analyzed using inductive and a priori coding procedures in ATLAS.ti. Eight themes emerged, highlighting the centrality of communication, administrative support, collaboration, and visible outcomes in shaping teacher agency and morale. Findings suggest that teacher-led committees can strengthen collective efficacy and organizational culture when supported by authentic shared decision-making structures.

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