Developing Teacher Leadership during Unprecedented Times of Change

Autor/in	Mitchell, Tamra Lynn
Titel	Developing Teacher Leadership during Unprecedented Times of Change
Quelle	(2021), (178 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Kansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-7906-3536-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Leadership; Faculty Development; COVID-19; Pandemics; Leadership Training; Teacher Role; Teacher Responsibility; Teacher Student Relationship; Peer Relationship; Parent Teacher Cooperation; Teaching Skills; Communication Skills; Social Development; Emotional Development; Principals; Kansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerfunktionsstelle; Führungslehre; Lehrerrolle; Lehrverpflichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kommunikationsstil; Soziale Entwicklung; Gefühlsbildung; Principal; Schulleiter
Abstract	The 2020-2021 COVID-19 pandemic created a crisis that tested teacher leaders, building leaders, and school culture in ways that will take years to analyze. In this qualitative focus group study, teachers working in Kansas throughout the pandemic shared their perspectives on leadership development. The teachers reported taking on roles and responsibilities beyond what they could have imagined, affecting their professional relationships with students, families, colleagues, and the greater community. Teachers said they enjoyed successes and learned painful lessons from their failures. When discussing changes in their leadership, they reported growth in their skills and confidence regarding communication, collaboration, and social-emotional development. When discussing the role of their principals, most described principals who generally supported students and teachers. However, many had difficulty explaining how their principals intentionally contributed to their leadership growth during this time. Those who could add to this topic said that shared leadership, relational trust, and intentional opportunities to practice leadership skills with support, coaching, and feedback were needed to help them feel successful. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01