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dc.contributor.authorHarper, Beverly
dc.date.accessioned2016-10-07T04:30:17Z
dc.date.available2016-10-07T04:30:17Z
dc.date.issued2016-05
dc.identifier.otherharper_beverly_201605_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/harper_beverly_201605_edd
dc.identifier.urihttp://hdl.handle.net/10724/36153
dc.description.abstractTeacher leaders have existed in one form or another since the beginning of schools. They have been present throughout the history of educating students in schools and have been defined in a myriad of ways. The evolution of teacher leadership is mainly due to the changing role of a school principal. The job of principal has shifted from primarily the manager and facilitator of the building to include instructional leader of the school. One person cannot successfully fill all of these roles without the assistance of teacher leaders, formal and informal. The effects of teacher leadership in a school are seen through student learning, professional learning, collaboration and school improvement. This qualitative multiple case study examined how principals develop teacher leaders and the perceptions the teacher leaders have about this development. The purpose of this research is to explore how administrators select teachers to function as formal teacher leaders, the support they offer to develop these teacher leaders and how these selections affect the teachers who are chosen. Specifically, the researcher addressed these questions: 1) How do principals engage in the decision making process to select teachers for teacher leadership development? 2) What kinds of development/support do principals provide the teacher leaders they have selected? 3) What attitudes and perceptions do teacher leaders have about the development they have received? These research questions were approached through the lens of individualized consideration and idealized influence, components of Transformational Leadership Theory and Implicit Leadership Theory. The study was undergirded by Distributed Leadership Theory. Semi-structured interviews, field observations, and document collection were used as means to collect the data that led to the findings in this multiple case study. A middle school and a high school comprised the two cases. Purposeful sampling was used to select the principals of each case. They, in turn, recruited two of their formal teacher leaders each to participate in the study. The data was coded and sorted into categories in order to identify themes detailing their experiences and perceptions of teacher leadership.
dc.languageeng
dc.publisheruga
dc.rightsOn Campus Only Until 2018-05-01
dc.subjectTeacher leaders
dc.subjectFormal leaders
dc.subjectTransformational Leadership Theory
dc.subjectImplicit Leadership Theory
dc.titleDeveloping teacher leaders
dc.title.alternativea multiple case study examining how principals develop teacher leaders and the perceptions that teacher leaders have about the development they receive
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentLifelong Education, Administration, and Policy
dc.description.majorEducational Leadership
dc.description.advisorApril Peters-Hawkins
dc.description.committeeApril Peters-Hawkins
dc.description.committeeJack Parish
dc.description.committeeJori Hall


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