Persistent Link:
http://hdl.handle.net/10150/187461
Title:
Teacher leadership: A process for school reform.
Author:
Schmidt, Carole Lynn.
Issue Date:
1996
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to identify what background in leadership roles teachers bring to the transition from practitioner to leader, and to describe their responses to that transition. The participants included four teachers who had responsibilities other than teaching classes during the regular work day. Each of the four participants taught two or three classes and then served in a leadership role for the remainder of the day. The study is qualitative and questionnaires, interviews, and observations were used to collect data. The study found that teachers have little preparation and experience for assuming leadership positions. The findings also indicate that teachers experience frustration and conflict as a result of interacting with their colleagues. The study's final chapter presents a set of issues which are critical to consider as preservice teachers are prepared to teach and are inducted into district teaching positions.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Griffin, Gary A.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleTeacher leadership: A process for school reform.en_US
dc.creatorSchmidt, Carole Lynn.en_US
dc.contributor.authorSchmidt, Carole Lynn.en_US
dc.date.issued1996en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to identify what background in leadership roles teachers bring to the transition from practitioner to leader, and to describe their responses to that transition. The participants included four teachers who had responsibilities other than teaching classes during the regular work day. Each of the four participants taught two or three classes and then served in a leadership role for the remainder of the day. The study is qualitative and questionnaires, interviews, and observations were used to collect data. The study found that teachers have little preparation and experience for assuming leadership positions. The findings also indicate that teachers experience frustration and conflict as a result of interacting with their colleagues. The study's final chapter presents a set of issues which are critical to consider as preservice teachers are prepared to teach and are inducted into district teaching positions.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairGriffin, Gary A.en_US
dc.contributor.committeememberCarter, Kathyen_US
dc.contributor.committeememberClark, Donald C.en_US
dc.identifier.proquest9626481en_US
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