School Improvement: A Motivational Perspective on Teacher Leadership

• In Event: Leadership Roles, Responsibilities, and Opportunities Across School Settings and Systems

Abstract

Teacher leadership has become an increasingly important form of leadership within K-12 schools in the United States. State and district-level policies have been a central driver for expanding teacher leadership in the United States. This qualitative case study examined how one state policy, the Iowa Teacher Leadership and Compensation System (TLC), was implemented within one Iowa school district using self-determination theory as a theoretical lens (SDT). Data came from 17 participant interviews, field observations, and collected documents. Three themes emerged from data collected in this study: A Rocky Start, Establishing a Vision & Redesign, and Growth & Building Success. Findings and implications are discussed.

Author

• Matthew J. Stier, University of Iowa