Dissertation/Thesis Abstract

A Phenomenological Study of Teacher Leadership Experiences in Wisconsin PK-12 Public Schools: 2011-2016
by Pfaff, Betty J., Ed.D., Saint Mary's University of Minnesota, 2017, 257; 10279491
Abstract (Summary)

This study, “A Phenomenological Study of Teacher Leadership Experiences in Wisconsin PK-12 Public Schools: 2011-2016,” explored teacher leadership experiences during a time of extraordinary change. Throughout the time period specified, Wisconsin teachers dealt with Act 10 legislation that ended collective bargaining, large-scale teacher retirements, common core induced curriculum overhauls, and unprecedented education budget cuts. This research study looked at teacher leaders’ experiences during this unique time-frame. Given that this area of research is new, a phenomenological methodology was selected because it looks at lived experiences. To conduct this research, semi-structured interviews were completed with twelve teacher leaders who were nominated as teacher leaders by their administrators.

Indexing (document details)
Advisor: McClure, John
Commitee: Albee, Lynn, Eubank, Roxanne, Pye, Yvette L.
School: Saint Mary's University of Minnesota
Department: Leadership
School Location: United States -- Minnesota
Source: DAI-A 78/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership
Keywords: Act 10, Phenomonology, Teacher leadership, Teacher retirement, Wisconsin
Publication Number: 10279491
ISBN: 9781369788310
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