Leadership Hybridity in Successful Implementation of Common Core State Standards

• In Event: Poster Session 12
  In Poster Session: Division L Poster Session

Abstract

This study examines leadership practices that engender positive teacher perceptions of Common Core State Standards (CCSS) implementation and considers how these leadership practices are distributed across school organizations. A mixed-methods design was used to gather data and analyze Likert-scale and open-ended survey items. Quantitative measures identified factors related to teachers’ perceptions of the CCSS. Open and Active leadership factors accounted for 46% of overall variance in teachers’ views of the CCSS. Qualitative analysis identified hierarchical enactments of leadership, which corresponded with the Active Leadership factor. Heterarchical enactments of leadership corresponded with Open Leadership. Hybrid leadership enactments that include both hierarchical (Active) and heterarchical (Open) leadership roles appear more likely than top-down directives to build organizational capacity and create positive change.

Authors

• Vicki S. Collet, University of Arkansas at Fayetteville

• Jason L. Endacott, University of Arkansas

• Christian Zachary Goering, University of Arkansas

• George S. Denny, University of Arkansas

• Jennifer Jennings-Davis, University of Arkansas

• Ginney Wright, University of Arkansas