Persistent Link:
http://hdl.handle.net/10150/325229
Title:
Narrating Teacher Leader Identities: Voices From the Field
Author:
Judkins, Maryann M.
Issue Date:
2014
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:
Over the years, the landscape of educational leadership has evolved, but with a continued focus on leadership in relation to an official title or role. While it used to be practical for schools and districts to rely on the leadership of a single leader, times have changed and leadership has become more complex; the dependence on a single leader has become unrealistic. In recent years, there has been an increased emphasis on teacher leadership in general and teacher leadership in the context of leadership teams in particular. The purpose of this narrative inquiry was to better understand teacher leader identity within the context of a leadership team by examining the narratives of teacher leaders participating on a team as well as narratives from other team members. Specifically, this study examined: 1) How are teacher leader identities narrated? and 2) How do teacher leaders come to see themselves as leaders? Four teacher leaders and four team members from a PBIS Team were interviewed, and four team meetings and one staff meeting were observed. Transcripts and field notes were analyzed to compose the identity narratives of each teacher leader, and to understand the context and influential factors. Findings indicate that teacher leaders had leadership identities that were a part of their teacher identities but different from their classroom identities and also had passion for creating positive school climates. Additionally, the district and school contexts and the role of the principal influenced teacher leader involvement, development, and leadership practice.
Type:
text; Electronic Dissertation
Keywords:
Teacher Leadership; Educational Leadership; Narrative
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Leadership
Degree Grantor:
University of Arizona
Advisor:
Bennett, Jeffrey

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleNarrating Teacher Leader Identities: Voices From the Fielden_US
dc.creatorJudkins, Maryann M.en_US
dc.contributor.authorJudkins, Maryann M.en_US
dc.date.issued2014-
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.abstractOver the years, the landscape of educational leadership has evolved, but with a continued focus on leadership in relation to an official title or role. While it used to be practical for schools and districts to rely on the leadership of a single leader, times have changed and leadership has become more complex; the dependence on a single leader has become unrealistic. In recent years, there has been an increased emphasis on teacher leadership in general and teacher leadership in the context of leadership teams in particular. The purpose of this narrative inquiry was to better understand teacher leader identity within the context of a leadership team by examining the narratives of teacher leaders participating on a team as well as narratives from other team members. Specifically, this study examined: 1) How are teacher leader identities narrated? and 2) How do teacher leaders come to see themselves as leaders? Four teacher leaders and four team members from a PBIS Team were interviewed, and four team meetings and one staff meeting were observed. Transcripts and field notes were analyzed to compose the identity narratives of each teacher leader, and to understand the context and influential factors. Findings indicate that teacher leaders had leadership identities that were a part of their teacher identities but different from their classroom identities and also had passion for creating positive school climates. Additionally, the district and school contexts and the role of the principal influenced teacher leader involvement, development, and leadership practice.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectTeacher Leadershipen_US
dc.subjectEducational Leadershipen_US
dc.subjectNarrativeen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBennett, Jeffreyen_US
dc.contributor.committeememberBennett, Jeffreyen_US
dc.contributor.committeememberYlimaki, Roseen_US
dc.contributor.committeememberBrunderman, Lynnetteen_US
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