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Environmental Teacher Leaders: Motiv...

Acton, Karen S.

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Environmental Teacher Leaders: Motivation, Supports and Barriers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Environmental Teacher Leaders: Motivation, Supports and Barriers./
Author:	Acton, Karen S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	168 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13857409
ISBN:	9781088319611

Environmental Teacher Leaders: Motivation, Supports and Barriers.
Acton, Karen S.

Environmental Teacher Leaders: Motivation, Supports and Barriers. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 168 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2019.

This item must not be sold to any third party vendors.

In today's age of mandated school reforms, it would seem advantageous for principals to share school leadership with teachers. Yet teacher leadership is an area that is still emerging and these skilled professionals may be overlooked and underutilized, to the detriment of school success. This study aims to gain a deeper understanding of the motivating factors behind why environmental teachers choose to take on a leadership role and what conditions hinder or support them in this role. This study, using a sequential explanatory mixed methods design, consists of two phases: a survey completed by Ontario EcoSchools lead teachers, followed by semi-structured interviews. Results show that most teacher leaders are motivated by a personal interest coupled with a desire to instil a deeper understanding of environmental issues and values in their students. Despite their passion, some teacher leaders were unsatisfied or not likely to continue in the role. Results from the Teacher Leadership School Survey indicated they felt their schools were not as supportive of teacher leadership. Even satisfied teachers cited barriers to teacher leadership which included reluctant peers, insufficient active support by the principal and obstructive school structures. Three key areas for consideration emerged: 1) Teacher leaders may lack the skills to navigate resistant school cultures, 2) Principals are key in creating enabling school structures, and 3) Teacher leadership growth requires system-wide change. These insights deepen our understanding of the phenomenon of teacher leaders, so that measures can be implemented to support their professional growth and help foster this essential role in schools.

ISBN: 9781088319611Subjects--Topical Terms:

529436
Educational leadership.

Environmental Teacher Leaders: Motivation, Supports and Barriers.
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100 1 $a Acton, Karen S. $3 3436771
245 1 0 $a Environmental Teacher Leaders: Motivation, Supports and Barriers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 168 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Flessa, Joseph.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2019.
506 $a This item must not be sold to any third party vendors.
520 $a In today's age of mandated school reforms, it would seem advantageous for principals to share school leadership with teachers. Yet teacher leadership is an area that is still emerging and these skilled professionals may be overlooked and underutilized, to the detriment of school success. This study aims to gain a deeper understanding of the motivating factors behind why environmental teachers choose to take on a leadership role and what conditions hinder or support them in this role. This study, using a sequential explanatory mixed methods design, consists of two phases: a survey completed by Ontario EcoSchools lead teachers, followed by semi-structured interviews. Results show that most teacher leaders are motivated by a personal interest coupled with a desire to instil a deeper understanding of environmental issues and values in their students. Despite their passion, some teacher leaders were unsatisfied or not likely to continue in the role. Results from the Teacher Leadership School Survey indicated they felt their schools were not as supportive of teacher leadership. Even satisfied teachers cited barriers to teacher leadership which included reluctant peers, insufficient active support by the principal and obstructive school structures. Three key areas for consideration emerged: 1) Teacher leaders may lack the skills to navigate resistant school cultures, 2) Principals are key in creating enabling school structures, and 3) Teacher leadership growth requires system-wide change. These insights deepen our understanding of the phenomenon of teacher leaders, so that measures can be implemented to support their professional growth and help foster this essential role in schools.
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650 4 $a Teacher education. $3 3172312
650 4 $a Environmental education. $3 528212
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710 2 $a University of Toronto (Canada). $b Leadership, Higher and Adult Education. $3 3177541
773 0 $t Dissertations Abstracts International $g 81-03A.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13857409