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An abstract of the dissertation of Deborah Sommer for the Doctor of Education in Educational Leadership: Administration and Supervision presented June 8, 1995. Title: Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building capacity for Restructuring schools: A Case Study Approach Recent efforts to restructure schools through increased teacher involvement are likely to fail without a corresponding redesign of the underlying organizational and political structure of schools. Because the current structure of most schools actually prohibits the collaboration necessary to effect change and promotes professional isolation instead, staff members faced with the tasks of restructuring experience frustration more often than success. The changes that do occur are often superficial and cosmetic while the basic hierarchy and mechanisms of control remain intact. Allowing teachers to redesign their schools, specifically to develop new models that promote interdependence and the sharing of professional expertise, provides an opportunity to explore the reasons teachers

Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building Capacity for Restructuring Schools: a Case Study Approach