Encouraging teacher leadership : a case study of the teachers participating in the Austin Independent School District Teacher Leadership Program /
Teacher leadership is a key element in many school reform initiatives. Encouraging teachers to become leaders in schools outside the domains of their classrooms is a challenging and important part of the work of principals. The purpose of this study was to identify characteristics in schools that...
| Main Author: | |
|---|---|
| Format: | Thesis Book |
| Language: | English |
| Published: |
[Place of publication not identified] :
[publisher not identified] ;
2001.
|
| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725899131&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Teacher leadership is a key element in many school reform initiatives. Encouraging teachers to become leaders in schools outside the domains of their classrooms is a challenging and important part of the work of principals. The purpose of this study was to identify characteristics in schools that promote leadership capacities in teachers and to identify strategies that effectively foster teacher leadership in schools. A qualitative methodology was used, involving 42 teacher leaders. Using the naturalistic inquiry approach, different insights were obtained from the survey data, interviews, and document reviews. The findings in this study indicate that the program participants a) benefited from the support and encouragement of the campus principal, b) established trusting and collaborative relationships with peers, c) crossed boundaries of isolation to build consensus and actively engaged others in problem solving, d) created a network of support both within and outside the school setting, and e) initiated projects that sought to solve problems linked to school or district improvements. Additionally, findings revealed that a key aspect of the success of the teacher leader was the behavior and support of principals. Strategies used by the principals to support teacher leadership included: 1) placing value on teacher contributions and participation in the school beyond the classroom, 2) actively involving teachers in identifying and solving problems in the school, 3) supporting risk taking and collaboration, 4) creating time and opportunities for joint work, planning, and problem solving, and 5) creating an environment of support, shared leadership, and definition for new roles and responsibilities of teacher leaders. Recommendations for practice suggest that the Teacher Leadership Professional Development Program should be continued in Austin ISD. Regular program evaluation should be instituted and maintained so that the program can be modified for improvement, and efficiently expanded to make a greater impact on Austin ISD schools. |
|---|---|
| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | ix, 114 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 100-105). |