Teacher Leadership--Connecting Learning to Practice

Autor/in	Coughlan, Margaret
Titel	Teacher Leadership--Connecting Learning to Practice
Quelle	(2015), (263 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Saint Mary's College of California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-6182-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Leadership; Theory Practice Relationship; Common Core State Standards; Educational Change; Capacity Building; Change Agents; Graduate Study; Leadership Training; Praxis; Mixed Methods Research; Masters Programs; Faculty Development; Teacher Effectiveness; Cohort Analysis; Graduate Students; Program Effectiveness; Semi Structured Interviews; Coding; Knowledge Base for Teaching; Skill Development; Reflective Teaching; Self Esteem; Action Research; Teacher Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerfunktionsstelle; Theorie-Praxis-Beziehung; Common core curriculum; Curriculum; Kerncurriculum; Bildungsreform; Aufbaustudium; Graduiertenstudium; Hauptstudium; Führungslehre; Magister course; Magisterstudiengang; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kohortenanalyse; Graduate Study; Student; Students; Studentin; Codierung; Programmierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Kompetenzentwicklung; Qualifikationsentwicklung; Self-esteem; Selbstaufmerksamkeit; Projektforschung; Lehrerausbildung; Lehrerbildung
Abstract	The Common Core State Standards (CCSS, 2010) as the latest initiative in the ongoing effort of educational reform in the United States reinforces the need to build the capacity of teachers as leaders and change agents. As such, graduate teacher leadership programs function to support and develop teacher leadership praxis. Although studies of teacher leadership graduate programs exist, there are no mixed method studies that explore teacher leaders' work and efficacy following participation in these programs. To fill this gap, this study sought to understand how a master's level teacher leadership program enhanced the development, leadership capacity, and efficacy of teacher leaders during their subsequent tenure as educators. This comprehensive study explored the teacher leadership actions and perceptions about teacher leadership of nine cohorts (N = 337) from a graduate program with emphasis on the program's impact and the supports and limitations to the exercise of teacher leadership in the workplace. The mixed methodology included a quantitative cross-sectional survey analysis and qualitative semi-structured interviews. The quantitative data were evaluated through statistical analysis and the qualitative analysis followed an inductive approach adhering to coding cycles. Participants reported increases in teacher leadership activity, professional knowledge about teaching and teacher leadership, skills, and changes in perspective about themselves as leaders. Graduates identified an elevated self-awareness about their professional "voice" and increased confidence to participate as teacher leaders. Positive peer and administrator relationships contributed to successful teacher leadership. Action research was invaluable for developing professional learning and practicing teacher leadership. Limiting factors included a lack of support or validation from peers and administrators, negative school cultures, and challenges in disrupting the status quo. It is recommended that schools develop a comprehensive approach to teacher leadership that utilizes and supports the many forms of teacher leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01