Jennifer Locraft CuddapahKathleen C. BandsDeveda E. ColeyMary Hawkins Jones2024-10-272024-10-272024-07-12http://hdl.handle.net/11603/36718ABSTRACT This qualitative case study explored the pivotal role of staff development teachers (SDTs) as instructional leaders and their impact on teacher professional growth within elementary schools. While ample research has illuminated the essential components of effective professional development, there remains a gap in understanding the intricate dynamics of the professional relationship between classroom teachers and SDTs, particularly how these relationships influence teacher self-efficacy and the SDT's role in fostering professional development. The study, situated in a mid-Atlantic state's local school district with 135 elementary schools, focused on the perceptions of five SDTs and three classroom teachers selected through purposive sampling from both Title 1 and non-Title 1 schools. Data collection methods included surveys, interviews, and a song, chosen by participants, symbolizing their SDT-teacher relationship. The primary research question addressed in the study was: How do perceptions of roles and relationships between SDTs and teaching staff influence teacher efficacy? This overarching question was further explored through sub-questions: • What is the SDT’s perception of their role in enhancing teacher efficacy? • How do members of the teaching staff perceive the role of the SDT? • How do teachers perceive their own instructional self-efficacy? • What are the mutual perceptions of the relationship between teachers and SDTs? Data analysis involved coding and triangulation of responses from the Teacher Effectiveness Survey, interviews, and the symbolism expressed through participants' chosen songs. Four themes emerged from the findings: the critical importance of relationships, the establishment of relational trust, the supportive nature of the SDT's role, and the clarity of role expectations. These themes highlight the significant impact of supportive and trusting relationships between SDTs and teachers on enhancing teacher efficacy and professional growth. The study advocates for a deeper understanding and transparency of the SDT's role in facilitating effective teaching practices, thereby aligning professional development initiatives more closely with the needs and perceptions of educators within elementary school settings.176en-USAttribution-NonCommercial-ShareAlike 3.0 United Stateshttp://creativecommons.org/licenses/by-nc-sa/3.0/us/self-efficacyefficacyprofessional development (PD)evaluationrelationshipText