NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ955302
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1935-3308
Using Case Study to Examine Teacher Leader Development
Bradley-Levine, Jill
Journal of Ethnographic & Qualitative Research, v5 n4 p246-257 2011
The empirical research about teacher leadership is limited despite the expectation that teachers should assume leadership responsibilities within their schools. The present article includes findings drawn from a larger qualitative research study whereby 4 teachers explored their motivations to pursue a master's degree in teacher leadership. The findings indicate a relationship among the norms of the teaching profession, conceptions of teacher leadership, and the key informants' career goals. The findings of the study provide a response to the research question, "How have teachers' experiences with teacher leadership and understandings of teacher leadership as a critical practice (constructed through their coursework) influenced their approach to leadership and career objectives?" Implications for preservice training are presented. (Contains 1 table.)
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A