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How Do Teachers Become Teacher Leaders: A Mixed Methods Comparative Study
How Do Teachers Become Teacher Leaders: A Mixed Methods Comparative Study
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152019
- ISBN
- 9798383046531
- DDC
- 371
- 서명/저자
- How Do Teachers Become Teacher Leaders: A Mixed Methods Comparative Study
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 330 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Kelley, Carolyn.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약Teacher Leadership has been advanced as a solution to numerous educational issues faced such as ineffective professional learning and school improvement. However, not much is known about how teacher leadership can be nurtured through in-service professional learning programs. Utilizing survey, document analysis, and semi-structured individual interviews, this sequential mixed methods study explored (1) the process of professional learning for teacher leadership of participants in two programs, (2) the abilities that participants believe the programs helped them gain and the leadership practices they engaged in, (3) and the factors that enabled or impeded them from developing leadership capacity and practicing leadership within their school context. The findings showed that engaging in collaborative job-embedded learning within a multidisciplinary cohort, while receiving supportive and need-based coaching, fosters teacher leadership learning, and engagement in action research that develops teachers' agency for change and empowers them as professionals, is conducive to the development of teachers' leadership capacity. The results also indicated that certain leadership abilities, such as practicing and facilitating collaboration and providing professional learning to colleagues, can be acquired through programs that aren't specifically designed to build teacher leadership capacity. However, other abilities related to policy advocacy, engaging in data-driven decision-making, building partnerships, and engaging in system-thinking and whole-school decision-making require targeted coaching and focus to develop. Finally, the school context, national cultural context, and policy context were found to play a key role in learning about and practicing leadership. This study contributes added knowledge to professional learning program designers about elements that are conducive to the development of teacher leadership capacity and to administrators and policymakers about essential conditions that need to be present for teacher leadership to thrive in schools.
- 일반주제명
- Educational leadership
- 일반주제명
- Teacher education
- 일반주제명
- Education policy
- 키워드
- Arab world
- 키워드
- Mixed methods
- 기타저자
- The University of Wisconsin - Madison Ed Leadership & Policy Analysis
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152019
■006m o d
■007cr#unu||||||||
■020 ▼a9798383046531
■035 ▼a(MiAaPQ)AAI31332104
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aJureidini, Stephanie Gabriella.
■24510▼aHow Do Teachers Become Teacher Leaders: A Mixed Methods Comparative Study
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a330 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Kelley, Carolyn.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aTeacher Leadership has been advanced as a solution to numerous educational issues faced such as ineffective professional learning and school improvement. However, not much is known about how teacher leadership can be nurtured through in-service professional learning programs. Utilizing survey, document analysis, and semi-structured individual interviews, this sequential mixed methods study explored (1) the process of professional learning for teacher leadership of participants in two programs, (2) the abilities that participants believe the programs helped them gain and the leadership practices they engaged in, (3) and the factors that enabled or impeded them from developing leadership capacity and practicing leadership within their school context. The findings showed that engaging in collaborative job-embedded learning within a multidisciplinary cohort, while receiving supportive and need-based coaching, fosters teacher leadership learning, and engagement in action research that develops teachers' agency for change and empowers them as professionals, is conducive to the development of teachers' leadership capacity. The results also indicated that certain leadership abilities, such as practicing and facilitating collaboration and providing professional learning to colleagues, can be acquired through programs that aren't specifically designed to build teacher leadership capacity. However, other abilities related to policy advocacy, engaging in data-driven decision-making, building partnerships, and engaging in system-thinking and whole-school decision-making require targeted coaching and focus to develop. Finally, the school context, national cultural context, and policy context were found to play a key role in learning about and practicing leadership. This study contributes added knowledge to professional learning program designers about elements that are conducive to the development of teacher leadership capacity and to administrators and policymakers about essential conditions that need to be present for teacher leadership to thrive in schools.
■590 ▼aSchool code: 0262.
■650 4▼aEducational leadership
■650 4▼aTeacher education
■650 4▼aEducational administration
■650 4▼aEducation policy
■653 ▼aArab world
■653 ▼aComparative case study
■653 ▼aMixed methods
■653 ▼aProfessional learning
■653 ▼aTeacher leadership
■690 ▼a0449
■690 ▼a0530
■690 ▼a0514
■690 ▼a0458
■71020▼aThe University of Wisconsin - Madison▼bEd Leadership & Policy Analysis.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162498▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
