Robert H. Voelkel Jr.

Dr. Robert H. Voelkel, Jr. is an associate professor in the Department of Teacher Education and Administration. He earned his Ed.D. in Educational Leadership with a focus in social justice from the University of California, San Diego and California State University, San Marcos. He earned a Bachelor of Arts in Liberal Arts with an emphasis in Education and a Master of Arts in Education with an emphasis in Curriculum and Instruction from San Diego State University. He is National Board Certified in English Language Arts (6th-10th grades). He is a scholar with over 20 years of experience as a practitioner, serving as an elementary and middle school teacher, middle school assistant principal, and middle school principal. His research interests include school reform, professional learning communities, teacher collective efficacy, school and district level leadership, and social justice. He is also interested in immersive simulations and their role in effective PLC teams and leadership development. Prior to his appointment at UNT, he was an assistant professor in northern Georgia. He also served in the United State Marine Corps for eight years. 

Van Tassell, F., Kent, P., &Voelkel, R. H. (2022). Navigating a sudden move to an all remote (online and virtual) study during the COVID-19 global pandemic. In SAGE Research Methods: Doing Research Online. SAGE Publications, Ltd.   DOI: : https://dx.doi.org/10.4135/9781529601497

Voelkel, R. H., Fiori, C., &van Tassell, F. (2021). District leadership in redefining roles of instructional coaches to guide professional learning communities through systemic change. Leadership and Policy in Schools. 
DOI: 10.1080/15700763.2021.1917622 

Voelkel, R. H. (2019). Causal relationship among transformational leadership, teacher collective efficacy, and
professional learning communities. International Journal of Leadership in Education. 
doi.org/10.1080/13603124.2019.1690699

Johnson, C. W., &Voelkel, R. H. (2019). Developing increased leader capacity to support effective professional
learning community teams. International Journal of Leadership in Education, 24(3). DOI:
10.1080/13603124.2019.1600039

Gilbert, K. A., Voelkel, R. H., Johnson, C. W. (2018). Increasing self-efficacy through immersive simulations:
Leading professional learning communities. Journal of Leadership Education, 17(3), 154-174. DOI:10.12806

Voelkel, R. H., &Chrispeels, J. H. (2017). Understanding the link between professional learning communities and
teacher collective efficacy. School Effectiveness and School Improvement, 28(4) 505-526. DOI:
10.1080/09243453.2017.1299015

Voelkel, R. H., &Chrispeels, J. H. (2017). Within school differences in professional learning community
effectiveness: Implications for leadership. Journal of School Leadership, 27(3), 421-451. 

Book Review
Voelkel, R. H. (2021). Facing the challenges: How principals can survive and thrive in today’s schools. Rowman &Littlefield.        Book reviewed for Teacher College Record.