Exploring the Influence of National Board Certified Teachers in Their Schools and beyond

Autor/inn/en	Cannata, Marisa; McCrory, Raven; Sykes, Gary; Anagnostopoulos, Dorothea; Frank, Kenneth A.
Titel	Exploring the Influence of National Board Certified Teachers in Their Schools and beyond
Quelle	In: Educational Administration Quarterly, 46 (2010) 4, S.463-490 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X10375605
Schlagwörter	National Standards; Teacher Leadership; Leadership Responsibility; Alternative Teacher Certification; School Policy; Leadership Qualities; Teacher Competencies; Elementary School Teachers; Teacher Participation; Teacher Characteristics; Comparative Analysis + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Schulpolitik; Führungseigenschaft; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Purpose: This article explores the relative influence over schoolwide policy and leadership activities of teachers certified by the National Board for Professional Teaching Standards. Interest centers on teacher leadership activities and perceived influence over schoolwide policy and decision making. In particular, the study asks whether National Board Certified Teachers (NBCTs) are engaged in leadership and influence that may be attributable to board certification. Method: Data come from a survey of the entire teaching faculties in 47 elementary schools in two states (N = 1,282). Teacher perceived influence over schoolwide policy and participation in leadership activities were regressed on NBCT status, demographic and assignment characteristics, and inclination toward teacher leadership, controlling for schools with fixed effects. Findings: NBCTs engage in more leadership activities at both the school and district levels than their non-board certified peers. Yet, NBCTs do not report greater influence over schoolwide policy than their colleagues. Implications: The effect of NBCT status on opportunities for teacher leadership is complex, with NBCTs having the most effect on domains and activities closest to the classroom. The data also point to a potential paradox about the nature of teacher leadership as greater engagement in leadership activities does not lead to enhanced influence over schoolwide policy. (Contains 8 tables and 4 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10