A Multiple-Case Study Examining Promoters and Inhibitors of Teacher Transformational Leadership

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Autor/in	Dininno, Margaret A.
Titel	A Multiple-Case Study Examining Promoters and Inhibitors of Teacher Transformational Leadership
Quelle	(2012), (246 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-6584-0
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Teacher Leadership; Transformational Leadership; Participative Decision Making; Public Schools; Organizational Change; Educational Change; Problem Solving; Critical Thinking; Thinking Skills; Communication Skills; Barriers; Qualitative Research; Semi Structured Interviews; Evidence; Cooperation; Faculty Development; Bullying; Administrators; Professional Isolation; Instructional Leadership; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Lehrerfunktionsstelle; Public school; Öffentliche Schule; Organisationswandel; Bildungsreform; Problemlösen; Kritisches Denken; Denkfähigkeit; Kommunikationsstil; Qualitative Forschung; Evidenz; Co-operation; Kooperation; Mobbing; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Business leaders, United States citizens, and American politicians continue to seek school reform as a means for providing the United States with a workforce consisting of employees who possess 21st century skills. The development of teacher transformational leadership and the use of distributed leadership practices are needed to create public school organizational change and assist today's students with acquiring 21st century skills. Many barriers to the development of teacher leadership exist in public school settings. A qualitative multiple-case study design was used to identify teacher and administrator perceptions of the inhibitors and promoters of teacher transformational leadership development in 3 western Pennsylvania public school districts. Purposive criterion sampling was used to select 6 teachers and 3 administrators to participate in semi-structured interviews. Observational field notes and internal school district documents were analyzed to provide an additional source of evidence and confirm teacher and administrator perceptions. Axial coding was used to analyze triangulated data collected from each school district site. A cross site analysis was conducted to examine common and divergent themes across each site. Findings identified the use of a distributed leadership model, a trusting culture, time for collaboration, differentiated professional development, and administrator availability as promoting teacher leadership. Top-down leadership models, teacher bullying, an insufficient number of administrators, and isolation were identified as inhibiting teacher leadership. Teachers perceived administrators who were available, used distributed leadership, invited teachers to lead, encouraged teachers, identified teachers' talents, and provided teachers with collaboration time as supporting teacher leadership. These findings were consistent with information learned through a review of the literature and added to literature pertaining to transformational leadership theory, distributed leadership practices, organizational change, and school reform. Results may be used to assist school leaders with promoting the development of teacher transformational leadership, eliminating barriers to teacher leadership, creating public school organizational change, and assisting students with acquiring 21st century skills. Recommendations for future research include replicating the study with school district sites around the nation and to compare perceptions between administrators and teachers, teachers with different levels of experience, and teachers employed at schools where different leadership models are implemented. [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	2017/4/10