The relationships between teacher practice and teacher leadership skills in second stage teachers.

Format:

Book

Thesis/Dissertation

Author/Creator:

Mackiewicz-Wolfe, Zora.

Contributor:

SanAntonio, Donna, committee member.

Lytle, Susan, committee member.

Nakkula, Michael, advisor.

University of Pennsylvania. Educational Leadership.

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Educational leadership.

Education, Leadership.

Education, Teacher Training.

0449.

0530.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

Local Subjects:

Education, Leadership.

Education, Teacher Training.

Penn dissertations--Educational and Organizational Leadership.

Educational and Organizational Leadership--Penn dissertations.

0449.

0530.

Physical Description:

171 pages

Contained In:

Dissertation Abstracts International 74-09A(E).

System Details:

Mode of access: World Wide Web.

text file

Summary:

In many schools, especially those with high teacher turnover and therefore newer staff, beginning teachers often are asked to take on both formal and informal leadership roles. These teachers are filling those roles within their schools while still developing their own teaching practice. In this study, I focused on second stage teachers who have completed the Knowles Science Teaching Foundation Teaching Fellowship program, and the relationships between their teaching practice, their teacher leadership skills, and the teacher leadership roles they take on as teachers. My research questions are: (a) What skills and types of knowledge related to teaching practice and teacher leadership do teachers feel they possess as second stage teachers?; (b) What skills and types of knowledge do second stage teachers identify as important for teacher practice and teacher leadership?; (c) What are the relationships between teachers' confidence in their skills and types of knowledge needed for teacher practice and those that are needed for teacher leadership?; (d) To what extent is engagement in different leadership activities associated with confidence in teacher practice and teacher leadership skills?. Using the InTASC standards and the Model Teacher Leader Standards as a basis for a survey questionnaire, and individual teacher interviews, I found that teachers see a strong connection between the skills and types of knowledge required for excellent teacher practice and what is needed to engage in teacher leadership. For teachers at this stage in their professional development, teacher leadership revolves primarily around a focus on instruction and learning, with teachers making parallels between teacher leadership and teaching in their classroom. However, the teachers rarely talked about the skills and types of knowledge needed for teaching or for teacher leadership as explicitly as they were described in the standards frameworks or the survey. Rather, the teachers talked fluidly about how the following skills were generally important and related to both teacher practice and teacher leadership: the importance of being able to build relationships, the importance of communication skills, having a positive affective disposition, and developing a greater awareness of teaching beyond their classroom or own school.

Notes:

Thesis (Ed.D. in Education) -- University of Pennsylvania, 2013.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Adviser: Michael Nakkula.

Local Notes:

School code: 0175.

ISBN:

9781303098956

Access Restriction:

Restricted for use by site license.