Publication Date


Advisor(s) - Committee Chair

Gary Houchens (Director), Ric Keaster, Marie Williams

Degree Program

Educational Leadership Doctoral Program

Degree Type

Doctor of Education


While research on faculty meetings is limited, existing literature suggests that meetings could be an arena where schools can address their common challenges (Brandenburg, 2008; Michel, 2011; Riehl, 1998). The purpose of this case study was to gain an understanding of the perceptions of Catholic school teachers on teachers in a high-performing Catholic school regarding their own faculty meetings and to explore how faculty meetings engage teachers in the work of promoting Catholic identity and school improvement. This dissertation builds on the work of Macey and Schneider’s (2008) Model of Employee Engagement, as well as McGrath’s Model of Group Effectiveness (1964). Constant comparative analysis was utilized to categorize data until the themes emerged. Three research questions framed this study. The first identified how faculty meetings contribute to the sense of Catholic “identity” of the school. Findings revealed that signs of Catholic culture are visible within the physical environment of the faculty meeting. Faculty meetings provide teachers opportunities for prayer, catechesis, and strategies for sharing faith with students. The second research question investigated how faculty meetings contribute to the academic improvement of the school. Teachers from the case study reported the faculty meetings serve as a catalyst in developing, discussing, and reviewing school improvement plans. They provide opportunities for professional development, which facilitates new learning for the teachers. The third research question explored engagement of faculty members within the faculty meeting and how engagement contributes to the Catholic identity and academic improvement of the school. Findings revealed that the faculty meeting serves as a conduit to creating a participant-centered learning environment and to creating a sense of community among the faculty. The final chapter discusses the study’s implications for teachers, principals, preparation programs, and researchers.


Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Social and Philosophical Foundations of Education | Teacher Education and Professional Development