AN INVESTIGATION INTO THE IMPACT OF HUMAN-CENTERED DESIGN THINKING PROFESSIONAL DEVELOPMENT ON THE COLLECTIVE TEACHER EFFICACY OF A TEAM OF TEACHERS
Degree Date
5-20-2020
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Stephen O'Connor
Second Advisor
Dr. Laura Wangsness Willemsen
Third Advisor
Dr. Rick Dressen
Abstract
This case study investigated the impact of a professional development experience on collective teacher efficacy via an exploration of the lived experiences of a team of intermediate elementary educators from a public school in a suburban school district in the Midwest. Collective teacher efficacy, the belief in a team of teachers to accomplish a goal, has been established as a major factor in student achievement (Donohoo, 2017; Goddard et al., 2004; Hattie, 2015). The educators participated in a professional development experience focusing on the implementation of human-centered design thinking to increase their collective teacher efficacy. Human-centered design thinking is a problem-solving approach that focuses on the needs of people to solve complex issues. This study examined teachers’ perceptions of how the training influenced their team work, collaboration, and collective efficacy. Data were collected through one-on-one interviews, analyzed for themes, and examined again via member checking. The findings suggest there was a relationship between human-centered design thinking and the perception of collective teacher efficacy. Furthermore, the role of empathy and listening to each other’s needs was identified by the team as the most valuable component the professional development experience.