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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorGalland, Cathy, 1962-eng
dc.date.issued2008eng
dc.date.submitted2008 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file (viewed on June 4, 2009)eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionThesis (Ed. D.) University of Missouri-Columbia 2008.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe purpose of this quantitative study was to investigate the relationship between certain types of school structures and the effectiveness of teacher leaders. The study focused on teachers who lead from within their classrooms, as opposed to those who have left the classroom to take on different responsibilities. Structural components identified through analysis of nine qualitative studies were utilized to develop the SSTLQ (School Structures and Teacher Leadership Questionnaire). The questionnaire was completed by 158 teachers from various grade ranges who were enrolled in a professional development program for teacher leaders in a Midwestern state. Data from the survey was analyzed and each of the structural components was found to have a statistically significant correlation to teacher leader effectiveness. The category of role clarity had the highest correlation and was found to be the most predictive of teacher leader effectiveness of the three categories included in the study. These findings have significance for school leaders as they develop and implement programs to support teacher leaders.eng
dc.identifier.merlinb6871290xeng
dc.identifier.oclc370444085eng
dc.identifier.urihttps://hdl.handle.net/10355/5605
dc.identifier.urihttps://doi.org/10.32469/10355/5605eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshSchool buildingseng
dc.subject.lcshTeacherseng
dc.subject.lcshLeadershipeng
dc.titleEffective teacher leadership: a quantitative study of the relationship between school structures and effective teacher leaderseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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