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Dissertation/Thesis Abstract

Teacher leaders' utilization of servant leadership and the impact on school climate
by Powles, James M., IV, Ed.D., College of Saint Elizabeth, 2016, 215; 10256320
Abstract (Summary)

The following mixed method study examines the servant leadership practices of teacher leaders and their impact on school climate and instructional planning. The researcher sought out the perceptions of both formal and informal teacher leaders as well as their district supervisors in a suburban high school setting. The research uncovered teacher leaders’ practice of empathy and listening had a significant impact on school climate. Commitment to individual development and empathy were identified by teacher leaders as important influences on instructional planning. The research confirmed servant leadership characteristics are practiced by teacher leaders, and the findings were reinforced by district supervisors’ observations. This research may aid in providing educational organizations a framework to empower teacher leaders and their utilization of servant leadership. Furthermore, the research may serve as a catalyst for additional inquiry into the effect of servant leadership and teacher leadership on school climate and instructional planning.

Indexing (document details)
Advisor: Ciccone, Joseph
Commitee: Ciccone, Joseph, Niegal, Keith, Standerfer, Stephderfer L.
School: College of Saint Elizabeth
Department: Education Department
School Location: United States -- New Jersey
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Educational leadership
Keywords: Instructional planning, School climate, Servant leadership, Teacher leadership
Publication Number: 10256320
ISBN: 978-1-369-55782-4
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