Leadership, Goal Setting, and Self-Regulation: An Action Research Study

• In Event: Roundtable Session 101
  In Roundtable Session: Action Research: Insights From the Classroom to International Settings

Abstract

This action research project, designed and implemented by a collaborative team of teachers, professors and graduate students, examined how students and teachers in an urban classroom setting understood and used concepts and skills related to leadership and goal setting. Teachers used Covey’s (2008) framework as a way to promote the development and attainment of goals, self regulation, and leadership. Data sources included students’ goal setting notebooks, interviews with students and teachers, pre- and posttests of students’ understanding of leadership, field notes, and student essays. Results indicated that students began to think of themselves and peers as leaders and acted as leaders in ways that improved classroom climate. The leadership framework impacted both teaching practices and learning in positive ways.

Authors

• Patricia Baldwin, College of Saint Rose

• Marguerite G. Lodico, College of Saint Rose

• Katherine H. Voegtle, College of Saint Rose

• Sally Bruce, Pine Hills Elementary School

• Andrea B. Martone, The College of Saint Rose