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Advancing teacher leadership capacity: Teacher -leaders' perceptions of social and organizational structures on teacher-leader to teacher interactions

Author

Jodi Hawkins Revis, University of the Pacific

Date of Award

2007

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Norena Badway

Second Committee Member

Ellen Hancock

Third Committee Member

Antonio Serna

Abstract

In order to gain insight into developing teacher leadership capacity this study was designed to surface how tasks and interactions unfold from the perspective of the practitioners. The central focus of this study was to investigate the ways an elementary teacher-leader takes a stance toward instructional leadership while negotiating professional norms and organizational structures within the context of a public school setting. This investigation sought to identify instructionally related teacher leadership actions and opportunities; and to examine teacher-leaders' interaction patterns with an interest in identifying how teacher-leaders interact and enact their leadership tasks. Reports of 79 teacher-leaders' perceptions of interactions were collected using a 71 item questionnaire designed for this study based on the literature. Factor analysis and Cronbach's alpha were conducted and confirmed the measuring instrument's reliability and validity. Sample data were analyzed for descriptive statistics and the relationships between the latent constructs: organizational structure, social context, and professional values. Results of the bivariate correlations revealed that both social context and organizational structure accounted for a small percentage of the variance in teacher-leader to teacher interaction. Interaction shared an 8% variance with social context and shared an 8% variance with access for interaction. Professional values did not have a statistically significant correlation with interactions . Moreover, social context had a 30% shared variance with access for interaction and a shared variance of 37% with professional values . In summary, professional values had the greatest variance with social context (37%) and social context had the greatest variance with access for interaction (30%) which represented organizational structure. An implication of the results suggests social context is central for shaping and reshaping values and norms.

Pages

199

ISBN

9780549261612

Recommended Citation

Revis, Jodi Hawkins. (2007). Advancing teacher leadership capacity: Teacher -leaders' perceptions of social and organizational structures on teacher-leader to teacher interactions. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2496