Date of Award


Document Type


Degree Name

Doctor of Education in Educational Leadership



First Reader/Committee Chair

Schnorr, Donna


Using the results from a 30-item survey taken by 292 K-12 teachers in six districts within a region of Southern California, this study analyzed the correlations among the constructs of work engagement (WE), collective teacher efficacy (CTE) and the degree of transformational leadership (TL) of the principal, during a time of rapid and necessary change in education brought on by the Covid-19 pandemic. Seven specific TL behaviors were studied for their impact on WE and CTE. CTE and WE were studied for their impact on one another. The findings revealed significant and strong positive correlations between each of the constructs as well as significant positive correlations amongst the subscale components of the constructs. These findings are supported by the research on change, motivation, leadership, work engagement, and collective teacher efficacy. Understandably during this time, the component of WE found to be the lowest was vigor. The component of CTE found to be the lowest was task analysis, specifically in the area of students’ homes and community. The TL behavior found to be most lacking yet most desired was empowerment, to include trust, communication and autonomy. Recommendations for specific TL behaviors with the highest impact on WE and CTE have been identified in order to guide principals in leading during times of change.