Exploring Teachers' Leadership Behaviors across Generations

Autor/in	Hudson, Chelsee
Titel	Exploring Teachers' Leadership Behaviors across Generations
Quelle	(2023), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Hofstra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0377-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Leadership; Age Groups; Age Differences; Elementary Secondary Education; Self Evaluation (Individuals); Measures (Individuals); Scores; Instructional Effectiveness; Leadership Qualities; Faculty Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerfunktionsstelle; Age grop; Altersgruppe; Age; Difference; Age difference; Altersunterschied; Messdaten; Unterrichtserfolg; Führungseigenschaft
Abstract	The purpose of this study was to explore the differences in teachers' perceived leadership behaviors across different generations. Research on teacher leadership has been conducted over the years in an attempt to both define the concept as well as solidify its importance within school organizations. A gap in the research exists, however, in terms of exploring teacher leadership behaviors across generations--particularly, the behaviors of the newest generations of teachers that have entered the world of teaching. The generations of teachers that are currently working in our schools include Baby Boomer, Gen X, Gen Y/Millennial, and Gen Z. The participants included teachers from each generation who are currently working in the PK-12 setting. For this quantitative study, teachers completed the Teacher Leadership Self-Assessment (Katzenmeyer & Moller, 2009) which measures professional behaviors in the following categories: self- awareness, leading change, communication, diversity, instructional proficiency, continuous improvement, and self-organization. Findings showed that older generation groups (Baby Boomers and Gen X) scored higher than younger generation groups (Millennials and Gen Z) across all teacher leadership categories. Gen Z participants scored the lowest in each category. All generation groups scored at least "Very Good" in all teacher leadership categories. Across all generation groups, the highest mean scores were in instructional proficiency and diversity. The lowest mean score for all generation groups was in leading change. This suggests that most teachers regardless of generation have a variety of teacher leadership abilities particularly with content/instructional knowledge and respecting the beliefs and values of others but may need support with leading school improvement. The researcher believes school administrators should make leading change a school-wide focus area despite generation group. The researcher recommends the following teacher leadership categories as the top 3 priority focus areas for professional development for newer generations to close the gap with older generations: instructional proficiency, self-organization, and self-awareness respectively. [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