A Phenomenological Study of Teacher Leaders Perceptions and the Motivating Factors That Contribute to the Decision to Work in the Underperforming Schools

Autor/in	Fenton, Kate
Titel	A Phenomenological Study of Teacher Leaders Perceptions and the Motivating Factors That Contribute to the Decision to Work in the Underperforming Schools
Quelle	(2013), (165 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, American International College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-1861-5
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Teacher Leadership; Teacher Attitudes; Low Achievement; Teacher Motivation; Qualitative Research; Teacher Effectiveness; Academic Achievement; Decision Making; Principals; Administrator Role; Faculty Development; Occupational Mobility; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerfunktionsstelle; Lehrerverhalten; Unterdurchschnittliche Leistung; Qualitative Forschung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Decision-making; Entscheidungsfindung; Principal; Schulleiter; Berufliche Mobilität; Master-Studiengang
Abstract	This research is a Phenomenological study of what motivates teacher leaders in the Springfield Public Schools, Massachusetts to want to work in an underperforming school and what elements and conditions the teacher leaders identify as essential for their success. This research identifies the necessary conditions for teacher leaders to be successful in hard to staff schools. As a result of the research and analysis of the qualitative data the following themes emerged as reasons teacher leaders were both were attracted to underperforming schools and why they continued to remain at these schools. The teacher leaders felt that they were "highly skilled" and wanted to share their expertise. The teacher leaders identified the ability to "make a difference in their colleagues' practice" as highly motivating as was "impacting student outcomes" and the opportunity to be part of the decision making and "leading the learning" was a must. After further analysis the researcher was able to identify the following subthemes that the teacher leaders identified as important for remaining in the role. Leadership comes in many forms the first being the role as classroom teacher. The teachers leaders identified a need to have a school based leadership role that gave them access to the classroom; a career ladder where they could support the leadership in the school by being part of the shared decision making. The "role of the principal" specifically the principal's ability to develop others was critical to retaining effective teacher leaders. "Continual professional learning" was identified as one of the "Conditions that Support Teacher Leadership" and emerged as a strong reason for retaining teacher leaders as well. [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	2020/1/01