Date of Award

Fall 2015

Degree Type

Certificate of Advanced Study

Department

Educational Leadership

Advisor

Michael K. Barbour

Abstract

The purpose of this research study was to explore the status of teacher leadership at one elementary school. With increased attention on accountability for student achievement, educators have begun to look for ways to take the lead in reform efforts. But, little research has been done to identify why particular teachers emerge as leaders. This study explored the philosophies and leadership behaviors of a group of elementary teachers at Center Trail School. Quantitative and qualitative methods of data were collected using three surveys- Philosophy of Education Inventory, Teacher Leadership Self-Assessment, and Teacher Leadership School Survey- and individual interviews. Descriptive statistics were used to analyze survey data, while the constant comparative method was used to analyze interview responses and triangulate all data sources. Results indicated that Center Trail teachers most frequently aligned with a comprehensive education approach and frequently engaged in behaviors that support instructional proficiency, self-organization, and self-awareness. They least often engaged in behaviors related to leading change, communication, and diversity. As a school, participation and open communication were identified as areas for improvement.

Comments

A thesis submitted in partial fulfillment of the coursework required for the post-masters' Certificate of Advanced Studies (CAS) in Educational Leadership.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.