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作者 Scott, Peter D
書名 Teacher Leadership Development at the Second Career Stage: Influential Factors, Challenges, and Systems Implications
國際標準書號 9781124852904
book jacket
說明 125 p
附註 Source: Dissertation Abstracts International, Volume: 72-11, Section: A, page: 4067
Adviser: Michael Copland
Thesis (Ed.D.)--University of Washington, 2011
For as much attention and institutional support as beginning teachers have received, very little has been paid to those in their second career stage of teaching. This cohort is characterized in this study as professionals with roughly 4 to 12 years of classroom teaching experience. Teachers in this demographic often find themselves at a critical career crossroads. Those who differentiate their roles as classroom teachers by exercising leadership face increasingly complex challenges. Job-embedded leadership opportunities may provide a new lever to improve job satisfaction and, in turn, greater engagement and retention among this cohort as well as a reciprocal benefit to the school systems in which they work
This project is an effort to uncover the factors that influenced six second-stage teachers to pursue differentiated leadership roles. In this context, differentiated leadership broadly refers to work designed to influence and transform teaching and learning in a school or system. This inquiry also investigates the unique challenges these second-stage teachers face once in the leadership role. Finally, second-stage teacher leadership implications to their respective organizations are offered, partly informed by the perspectives of their building principals. Recommendations emphasize the importance of organizational structures and support in developing second-stage teacher leadership
School code: 0250
Host Item Dissertation Abstracts International 72-11A
主題 Education, Leadership
0449
Alt Author University of Washington
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