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    Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers

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    May_temple_0225E_13012.pdf
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    Genre
    Thesis/Dissertation
    Date
    2017
    Author
    May, Janet Marie
    Advisor
    Gross, Steven Jay
    Committee member
    Shapiro, Joan Poliner
    Sanford-DeShields, Jayminn
    DuCette, Joseph P.
    Department
    Educational Administration
    Subject
    Educational Leadership
    Education
    Teacher Education
    Capacity Building
    Distributed Leadership
    Parallel Leadership
    Shared Governance
    Teacher Leadership
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1859
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1841
    Abstract
    Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it is not politically correct. Teacher leaders are selfless people who are looking out for what is best for all, especially the students. They are risk takers. With the introduction of technology and accountability measures, education appears to have changed more in the first seventeen years of the 21st century then in the entire prior 100 years of our nation. The knowledge and skills required by school administrators has greatly expanded. To that end, it seems most appropriate that schools are lead not only by a principal, but also by the teachers. The collective knowledge of a group of professionals is stronger than the knowledge of one individual person. Teacher leadership appears as a natural concept to utilize in order to achieve successful school reform and to increase the use of technology as an instructional tool. This study focuses on the specific actions of building principals in public secondary schools which will cultivate and nurture the leadership potential in teachers. A qualitative study, this research involved a multi-case study approach and focused on three public secondary schools spanning two Pennsylvania counties. Ninety-four surveys were conducted of professional employees. Of those, three building principals and seven of their teachers were selected to be observed and interviewed. While teacher leadership requires active steps be taken by both teachers and principals, this research centered on what the principal needs to do in order to nurture teachers to be leaders within their schools. A culture of trust and collaboration is essential, as is a shared vision of where the school is headed.
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