Impacts of Teacher-Driven Professional Development on Leadership Characteristics, Professional Vision, and Identity

• In Event: 52.050 - Teacher Leaders' Identity Development

Abstract

Teacher Leadership development literature indicates the significance of providing opportunities to teacher leaders to practice their leadership skills both in their own and outside of their schools (e.g., Rhodes & Brundrett, 2006). The purpose of this study was to examine teacher leaders’ perceptions of their leadership characteristics, and professional vision and identity as they facilitated PDs for K-12 teachers. The participants entail three experienced secondary physics and chemistry teachers [Master Teaching Fellows (MTFs)]. The data obtained from interviews with the MTFs and archival data from the leadership program and analyzed using multiple coding methods. It is expected that the results provide practical suggestions to education community for extensive PDs to increase teachers’ leadership performance in and outside of their schools.

Authors

• Tugce Gul, Georgia State University

• Brett Allen Criswell, University of Kentucky

• Kadir Demir, Georgia State University

• Greg Rushton, Kennesaw State University