Semester of Gradation

Fall 2025

Degree Type

Dissertation/Thesis

Degree Name

Doctor of Education in Teacher Leadership

Department

Educational Leadership

Committee Chair/First Advisor

Dr. Jen Wells

Second Advisor

Dr. Laurie Brantley-Dias

Third Advisor

Dr. Cathey Goodgame

Fourth Advisor

Dr. Katherine Stewart

Abstract

Teacher collaboration in middle schools is often emphasized in educational research and policy, yet content-specific collaboration, specifically for Georgia Studies (GAS), remains underexplored. This participatory qualitative case study explored how middle school GAS teachers perceive the influence of collaborative planning on their self-efficacy, the obstacles they face when attempting to collaborate, and what they perceive would foster a culture that supports ongoing collaborative planning. Grounded in constructivist theory, including social learning theory, situated learning, and social constructivism, this study focused on teachers in a rural Title I middle school. Data collection included demographic questionnaires, interviews, observations, document analysis, and researcher memos. Twelve themes emerged, including favorable perceptions of collaboration, confidence building, social support and interaction, and the need for institutional and administrative support. Participants noted informal, teacher-initiated collaboration rather than formal structures led by administrators. The findings contribute to understanding how content-specific collaboration supports teacher self-efficacy and instructional practices, stressing the importance of teacher leadership development, and district-level policies on collaborative planning for all tested subjects, including GAS.

Comments

Kennesaw State University Graduate College Dissertation Completion Stipend 2025

American Association of Colleges for Teacher Education (AACTE) Holmes Scholar at Kennesaw State University

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