Date of Award

Fall 10-22-2020

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. Sherry DeVore

Second Advisor

Dr. Trey Moeller

Third Advisor

Dr. Anthony Rossetti


This quantitative study was conducted to investigate the relationships among teacher collective efficacy, espoused theories of collaboration, collaborative theories in use, the gap between these theories, and student self-directedness. Costa and Kallick (2014) and Tough (2016) suggested student success is more than just academic. Frey, Hattie, and Fisher (2018) indicated student success is achieved when students develop a self-directed disposition. Based on the historical work of Argyris, Putnam, and Smith (1987), establishing the difference between espoused theories and theories in use, espoused theories of collaboration, collaborative theories in use, and the gap between these theories of action were investigated. The sample for this study included randomly selected firstthrough fourth-grade teachers in buildings whose districts were members of the Southwest Center for Educational Excellence. A survey was developed by the researcher, and data were collected from the sample using Qualtrics. A statistically significant relationship was found between the theories of action gap and student selfdirectedness, indicating a need to develop self-awareness about who teachers are as collaborators.


Copyright 2020