Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Denise Nixon

Keywords

charter schools, governance, self-efficacy, social cognitive theory, nonprofit leadership, board leadership

Disciplines

Education | Educational Leadership

Abstract

The purpose of this qualitative, holistic case study was to examine the perceived self-efficacy of governing board members in charter schools in Florida. The theory guiding this study was Bandura’s (1986) social cognitive theory, which explains how personal beliefs, behaviors, and environmental influences shape an individual’s and collective governance self-efficacy. The central research question guiding this study was: How does the self-efficacy of governing board members in Florida charter schools influence their governance practices? This study used a qualitative, holistic case study design and purposeful sampling to select governing board members from charter schools across Florida. Data were collected through semi-structured interviews, document analysis, and focus groups, and were analyzed through thematic coding to identify patterns and themes related to participants’ perceptions of self-efficacy and its influence on governance practices. Four themes emerged in the study: (a) Mission-Driven Governance, (b) Learning to Govern, (c) Resource Management, and (d) Collective Efficacy. Collectively, the findings indicated that board members’ perceived self-efficacy was anchored in missions, strengthened through learning governance roles and boundaries, tested through high-stakes stewardship decisions, and sustained through relational trust and developmental supports. This study contributed to a deeper understanding of how board members’ beliefs about their governance capabilities influenced organizational effectiveness from a leadership, decision-making, and school outcome perspective.

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