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Bending Boundaries: The Practice of Teacher Leadership
Bending Boundaries: The Practice of Teacher Leadership
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104725
- ISBN
- 9798293843213
- DDC
- 371
- 서명/저자
- Bending Boundaries: The Practice of Teacher Leadership
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 254 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Waff, Diane.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약Teacher leadership is often an underutilized and unrealized resource in elementary schools. Teacher leadership manifests itself in a variety of ways, via formal and informal roles. This study aimed to understand the development, expression, and influence of teacher leadership in Wisconsin public elementary schools via the perspectives of teacher leaders and their principals. Based on a conceptual framework developed from four strands of work (distributed leadership, teacher learning, teacher leadership, and relational trust), this study investigated the organizational and social structures and conditions that advance teacher leadership via interviews and focus groups with teachers and principals, institutional mapping, and an analysis of school documents. The Listening Guide, a psychological inquiry method, was used to attend to the voices of teacher leaders. Findings indicated that teacher leadership develops from within, based on professional learning and experience, and is advanced through healthy school cultures in which leadership is shared and teachers participate in decision making. Furthermore, principals fuel teacher leadership by establishing and sustaining organizational structures and systems that foster collaboration, a sense of belonging, teacher learning, and shared purpose. Ultimately, this study surfaced the voices of teacher leaders to improve our understanding of their influence, the ways in which they transcend boundaries, and their sense of self as professionals, to help inform the advancement of teacher leadership in schools.
- 일반주제명
- Educational leadership
- 일반주제명
- Elementary education
- 키워드
- Teacher leaders
- 키워드
- Principals
- 기타저자
- University of Pennsylvania Educational and Organizational Leadership
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798293843213
■035 ▼a(MiAaPQ)AAI32122061
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aSchneider, Debra Joann.
■24510▼aBending Boundaries: The Practice of Teacher Leadership
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a254 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Waff, Diane.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aTeacher leadership is often an underutilized and unrealized resource in elementary schools. Teacher leadership manifests itself in a variety of ways, via formal and informal roles. This study aimed to understand the development, expression, and influence of teacher leadership in Wisconsin public elementary schools via the perspectives of teacher leaders and their principals. Based on a conceptual framework developed from four strands of work (distributed leadership, teacher learning, teacher leadership, and relational trust), this study investigated the organizational and social structures and conditions that advance teacher leadership via interviews and focus groups with teachers and principals, institutional mapping, and an analysis of school documents. The Listening Guide, a psychological inquiry method, was used to attend to the voices of teacher leaders. Findings indicated that teacher leadership develops from within, based on professional learning and experience, and is advanced through healthy school cultures in which leadership is shared and teachers participate in decision making. Furthermore, principals fuel teacher leadership by establishing and sustaining organizational structures and systems that foster collaboration, a sense of belonging, teacher learning, and shared purpose. Ultimately, this study surfaced the voices of teacher leaders to improve our understanding of their influence, the ways in which they transcend boundaries, and their sense of self as professionals, to help inform the advancement of teacher leadership in schools.
■590 ▼aSchool code: 0175.
■650 4▼aEducational leadership
■650 4▼aElementary education
■650 4▼aEducational administration
■653 ▼aTeacher leadership
■653 ▼aTeacher leaders
■653 ▼aWisconsin public elementary schools
■653 ▼aProfessional learning
■653 ▼aPrincipals
■690 ▼a0449
■690 ▼a0524
■690 ▼a0514
■690 ▼a0703
■71020▼aUniversity of Pennsylvania▼bEducational and Organizational Leadership.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17358602▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
