Dissertation/Thesis Abstract

Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards
by Mosley, Alison Marie, Ed.D., California State University, Fresno, 2012, 131; 3518834
Abstract (Summary)

This study examined preparedness of teacher leaders to assume leadership roles in schools and the profession. In 2008, a group of educators across the U.S. formed the Teacher Leadership Exploratory Consortium to discuss the valuable roles teacher leaders play in helping to create school success. The consortium developed a set of standards outlining the knowledge, skills, and competencies required for teacher leaders to assume leadership roles and assist in building capacity of other teachers. Specifically, this study investigated: (1) the perceptions of teacher leaders relative to their level of preparedness to perform the primary functions described in the seven domains of the Teacher Leader Model Standards and how these teacher leaders rate the importance of these functions in their roles, (2) differences in teacher leader levels of preparedness and importance, and school achievement status, (3) the antecedents producing highly prepared teacher leaders to perform the primary functions, and (4) the facilitators and inhibitors of the role of teacher leader.

This mixed methods study utilized an electronic survey and in-depth follow-up interviews with survey respondents indicating high levels of preparedness. Participants included teacher leaders from California middle schools, grades 7 and 8, with enrollment of 400 students or more.

Results revealed that for all seven domains and functions, teacher leaders rated importance in their roles much higher than they indicated their level of preparedness to perform the functions. Emerging themes relative to antecedents producing preparedness included site/district training/professional development, experience, and master's degree. Facilitators of the teacher leader role included coaching, mentors/colleagues, administration, and training, and inhibitors included need for more training and teacher leader preparation programs, time, and uncomfortable with challenging conversations.

Indexing (document details)
Advisor: Hauser, Linda
Commitee: Tracz, Susan M., Wise, Donald
School: California State University, Fresno
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 73/12(E), Dissertation Abstracts International
Subjects: Educational leadership, Middle School education, Teacher education
Keywords: Distributed leadership, Lead teachers, Professional development, Reform strategy, Teacher leader standards, Teacher leaders, Teacher leadership
Publication Number: 3518834
ISBN: 9781267510211
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