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The Principaled Teacher: How Administrative Certification Programs Impact the Professional Lives of Classroom Teachers / Jeffrey J. Zweiback.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Zweiback, Jeffrey J., author.
- Language:
- English
- Subjects (All):
- Education policy.
- Educational leadership.
- Educational administration.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Local Subjects:
- Education policy.
- Educational leadership.
- Educational administration.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (175 pages)
- Contained In:
- Dissertations Abstracts International 81-02A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2019.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- From pre-service teacher preparation programs to in-service professional development, millions upon millions of private and public dollars are spent in the hopes of developing a talented, highly-effective, and dedicated pool of educators focused on student success. But for all of that investment, we are seeing an ever-increasing number of educators feeling disillusioned to the point that they are leaving teaching at a higher rate than new teachers are entering the field. This study explored the questions of whether or not teachers who become certified administrators but remain in the classroom, report learning that they believe impacts their teaching and professional lives.Drawing from school districts across Delaware County, PA, I conducted interviews and a focus group with 15 full-time classroom teachers who had earned their administrative certification within the past five years. Beyond new coursework exposure, the majority of the participants described that learning to become an administrator: 1) helped them develop empathy for their building leaders, 2) positively impacted their relationships with both colleagues and administrators, 3) made them feel more connected to their organizations and the field of teaching, and finally, 4) increased their feelings of self-efficacy as educators. These findings suggest that there may be a need for a "third space" beyond the traditional professional development and administrative certification models being used to develop teachers across their career arcs. With attrition rates at all-time highs, the learning and impact that the "principaled" educators express in this study suggests that developing administrative competencies may provide teachers the skills that are necessary to continue to develop and thrive as educators in our modern educational system.
- Notes:
- Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
- Advisors: Nabors Olah, Leslie K.; Committee members: Janine Remillard; Barbara Russell.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2019.
- Local Notes:
- School code: 0175
- ISBN:
- 9781085651677
- Access Restriction:
- Restricted for use by site license.
- This item must not be sold to any third party vendors.
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