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Leadership and instructional improve...

Mangin, Melinda M.

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Leadership and instructional improvement: The enactment of formal teacher leadership roles.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership and instructional improvement: The enactment of formal teacher leadership roles./
Author:	Mangin, Melinda M.
Description:	202 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3880.
Contained By:	Dissertation Abstracts International66-11A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3195718
ISBN:	9780542411922

Leadership and instructional improvement: The enactment of formal teacher leadership roles.
Mangin, Melinda M.

Leadership and instructional improvement: The enactment of formal teacher leadership roles. - 202 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3880.

Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2005.

This study presents an in-depth look at the enactment of formal teacher leadership roles, which are intended to help teachers improve their instruction. These roles build on the notion that teacher leaders can provide instructional leadership in the form of effective professional development. This study interprets the enactment of teacher leadership using cognitively-oriented, distributed leadership theory. Thus, the study seeks to understand the how and why of teacher leadership practice, looking deeply at situational factors that influence teacher leaders' work. The investigation was conducted as a set of comparative case studies that examined the enactment of elementary-level math teacher leadership roles in five school districts.

ISBN: 9780542411922Subjects--Topical Terms:

626645
Education, Administration.

Leadership and instructional improvement: The enactment of formal teacher leadership roles.
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245 1 0 $a Leadership and instructional improvement: The enactment of formal teacher leadership roles.
300 $a 202 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3880.
500 $a Director: William A. Firestone.
502 $a Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2005.
520 $a This study presents an in-depth look at the enactment of formal teacher leadership roles, which are intended to help teachers improve their instruction. These roles build on the notion that teacher leaders can provide instructional leadership in the form of effective professional development. This study interprets the enactment of teacher leadership using cognitively-oriented, distributed leadership theory. Thus, the study seeks to understand the how and why of teacher leadership practice, looking deeply at situational factors that influence teacher leaders' work. The investigation was conducted as a set of comparative case studies that examined the enactment of elementary-level math teacher leadership roles in five school districts.
520 $a Results from the study indicate that teachers experienced four primary teacher leadership activities that contributed unequally to teachers' instructional improvement as indicated by their propensity to reflect the characteristics of effective professional development. Moreover, teachers indicated greater receptivity to activities that were non-threatening, saved time, provided new information, and facilitated complex instruction. Thus, certain combinations of activities may be most useful for improving teachers' practice while simultaneously maintaining teacher receptivity. The findings also indicated a number of challenges to the enactment of teacher leadership. Foremost, negative beliefs about teacher leadership limited teachers' receptivity and prompted teacher leaders to develop strategies to access teachers. Paradoxically, these strategies tended to decrease the instructional focus, prompting teachers to further question the value of teacher leadership. Teacher leaders reported that instructionally-oriented activities could be facilitated by increased support from principals, which was correlated with principals' level of understanding of the position. Both the teachers' lack of receptivity and the need for principal support point to the importance of communication for effective teacher leadership enactment. Furthermore, the principal's role as an instructional leader is not eliminated but rather, supportive principals continue to provide instructional leadership to teacher leaders. Finally, the design of teacher leadership roles influenced its enactment. When districts lacked the resources to implement more effective designs, districts could increase the success of teacher leadership by making informed design choices and clearly communicating those choices to the school community.
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791 $a Ph.D.
792 $a 2005
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