Rejuvenating Teacher Satisfaction: Collective Efficacy and Instructional Transformation

This mixed-methods study investigated how a district exclusive cohort-based graduate reading program cultivated collective efficacy and, in turn, shaped teachers’ self-efficacy, instructional practices, and professional renewal. Twenty-four K–5 teachers completed a yearlong, job-embedded certification program intentionally aligned with district literacy priorities. Quantitative survey data showed increases in teachers’ literacy knowledge, leadership confidence, and commitment to evidence-based instruction. Qualitative analyses of focus groups, reflections, and open-ended responses revealed seven themes, including strengthened professional identity, transformation of literacy practice, deeper theoretical understanding, and increased collective efficacy. Teachers also reported improvements in student engagement and literacy growth. Findings illustrate how district–university partnerships and cohort structures can cultivate collaborative learning, foster coherent instructional practices, and support sustainable systemwide improvement.