Teachers' Motivations to Engage in Teacher Leadership

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Leadership for Better Schools, Equity, and Justice (Table 10)

Abstract

This qualitative case study explored how the Iowa Teacher Leadership and Compensation System (TLC) was implemented within one Iowa school district and why teachers engaged in teacher leadership roles. Data came from participant interviews, field observations, and documents collected during the 2019-20 school year. Interview participants included 14 teachers—nine teachers held teacher leadership roles, three previously held teacher leadership roles, and three administrators in the Esko School District (pseudonym). Self-determination theory served as the theoretical framework for this study as I examined how participants perceived the implementation and outcomes of the TLC program in the Esko School District and their decisions to pursue or not to pursue teacher leadership roles. Findings and implications are discussed.

Author

• Matthew J. Stier, University of Iowa