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Informal teacher leadership: how and why classroom teachers engage in leadership

Descriptive

TitleInfo
Title
Informal teacher leadership: how and why classroom teachers engage in leadership
Name (type = personal)
NamePart (type = family)
Ross
NamePart (type = given)
Carolyn Leigh
NamePart (type = date)
1987-
DisplayForm
Carolyn Leigh Ross
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Mangin
NamePart (type = given)
Melinda
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Melinda Mangin
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Advisory Committee
Role
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chair
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NamePart (type = family)
Battey
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Daniel
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Daniel Battey
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Advisory Committee
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RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Hyland
NamePart (type = given)
Nora
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Nora Hyland
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Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Fairman
NamePart (type = given)
Janet
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Janet Fairman
Affiliation
Advisory Committee
Role
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outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
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Text
Genre (authority = marcgt)
theses
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DateCreated (encoding = w3cdtf); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-05
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2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract
Ongoing interest in teachers as a source of leadership has led scholars and practitioners to seek definitional clarity around the term “teacher leadership” and to better understand both the teacher leader and the work the teacher leader does. This qualitative study investigated the experiences of informal teacher leaders in an effort to contribute to the body of research concerned with how teacher leadership is enacted and cultivated. For this study, informal teacher leaders were defined as full-time classroom teachers who also take on leadership work without formal leadership titles to designate those roles. Research questions were as follows: 1) How do informal teacher leaders define and conceptualize teacher leadership? 2) Why do informal teacher leaders engage in leadership? 3) How do informal teacher leaders perceive the impact of their work? 4) What factors influence informal teacher leaders’ leadership work? Data collection consisted of semi-structured phone interviews with 10 participants who self-identified as teacher leaders. Findings from this study provide important insights into key components of informal teacher leadership. First, informal teacher leaders go above and beyond their job description to engage in professional learning, collaboration, and advocacy. These three dimensions combine to operationalize a definition of informal teacher leadership. Second, informal teacher leaders understand their work as being accessible to all and focused on collective capacity building. These beliefs stand in contrast to conceptualizations that focus primarily on the role and characteristics of an individual as a source of teacher leadership. Third, informal teacher leaders are motivated by their deep commitment to learning, community, and the profession, which compel them to action despite disincentives. Fourth, informal teacher leaders perceive their impact to be most clearly evidenced in the changed attitudes and behaviors of their colleagues. Fifth, informal teacher leaders report their work is most directly impacted by the following conditions: their status as classroom teachers, relationships with colleagues, principal or administrative influence, and time constraints
Subject (authority = local)
Topic
Teacher leadership
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Educational leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_9877
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (x, 113 pages) : illustrations
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-574k-ax70
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Ross
GivenName
Carolyn
MiddleName
Leigh
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-04-16 15:38:38
AssociatedEntity
Name
Carolyn Leigh Ross
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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windows xp
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2019-04-18T19:40:21
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2019-04-18T19:40:21
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