From pre-service teacher preparation programs to in-service professional development, millions upon millions of private and public dollars are spent in the hopes of developing a talented, highly-effective, and dedicated pool of educators focused on student success. But for all of that investment, we are seeing an ever-increasing number of educators feeling disillusioned to the point that they are leaving teaching at a higher rate than new teachers are entering the field. This study explored the questions of whether or not teachers who become certified administrators but remain in the classroom, report learning that they believe impacts their teaching and professional lives.
Drawing from school districts across Delaware County, PA, I conducted interviews and a focus group with 15 full-time classroom teachers who had earned their administrative certification within the past five years. Beyond new coursework exposure, the majority of the participants described that learning to become an administrator: 1) helped them develop empathy for their building leaders, 2) positively impacted their relationships with both colleagues and administrators, 3) made them feel more connected to their organizations and the field of teaching, and finally, 4) increased their feelings of self-efficacy as educators. These findings suggest that there may be a need for a “third space” beyond the traditional professional development and administrative certification models being used to develop teachers across their career arcs. With attrition rates at all-time highs, the learning and impact that the “principaled” educators express in this study suggests that developing administrative competencies may provide teachers the skills that are necessary to continue to develop and thrive as educators in our modern educational system.
|Advisor:||Nabors Oláh, Leslie K.|
|Commitee:||Remillard, Janine, Russell, Barbara A.|
|School:||University of Pennsylvania|
|Department:||Educational and Organizational Leadership|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/2(E), Dissertation Abstracts International|
|Subjects:||Education Policy, Educational leadership, Educational administration|
|Keywords:||Administrative certification, Differentiated learning, Professional development, Teacher leadership, Teacher self-efficacy, Teacher training|
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