Date of Award

2022

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

Engaging more teachers in leadership may be a solution to some of the most significant difficulties facing school leaders today. This qualitative research study examined the experiences of teachers and administrators in schools with widespread teacher leadership. The purpose of this research was to understand a principals impact on teacher leaders, the conditions necessary to support a culture of shared leadership, and the impact of widespread teacher leadership in an elementary school. This information can guide building level and central office administrators on how to develop teacher leaders and support a culture of shared leadership for the betterment of the students, teachers, and school community. Data for this research were collected through in-depth, semi-structured interviews with three principals and 14 teacher leaders from three schools with widespread teacher leadership. The following themes emerged: Theme 1: The principals in all three schools were intentional about building relationships with teachers and knew the strengths of their teaching staff, resulting in teachers in all three schools feeling valued by their principals. Theme 2: The principals in all three schools held high expectations for themselves, their teachers, and their students with an emphasis on professional growth. Theme 3: There were multiple and varied opportunities for leadership that matched teachers strengths. Theme 4: Staff trusted one another, and they worked collaboratively for the good of their students. Principals in these schools developed widespread teacher leadership through relationships with teachers and knowledge of teachers strengths. Multiple and varied leadership opportunities were made available that matched teachers strengths. Additionally, the principals encouraged and supported teachers leadership and consistently communicated high expectations for themselves, their teachers, and their students. The teacher leaders were committed to their schools, and there was mutual trust and respect among the teachers and administrators. Teachers believed their actions impacted student learning, and student achievement was high. The findings of this study provide insight into the principals impact on teacher leadership, the conditions necessary to support a culture of shared leadership, and the benefits of effective teacher leaders within a school. Shared, widespread teacher leadership may provide the needed leadership support for overwhelmed principals, increase teacher commitment and efficacy, connect schools to community resources, and increase student achievement.

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