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Full-Text Articles in Education
Career Technical And Agricultural Education Teachers In Rural Schools: Perceptions Of Leadership Abilities, Professional Support, And Overall Job Satisfaction Following Participation In A Teacher Leadership Professional Learning Community, Tasia Ellis
Dissertations
Career Technical Education (CTE), including Career Technical Agricultural Education (CTAE) in Georgia, are experiencing difficulty retaining quality teachers. This problem is exacerbated in rural communities, which have a smaller workforce pool and fewer nearby colleges to certify CTE/CTAE teachers (Morton, 2021). A potential solution to offset teacher retention concerns is teacher leadership. When teachers are given opportunities to take on leadership roles, they are likely to feel more valued and experience increased self-efficacy and perceptions of ability (Katzenmeyer & Moller, 2009). The purpose of this phenomenographic study was to examine whether a teacher leadership Professional Learning Community (PLC) enhanced teachers' …
From Teacher To Teacher-Leader: A Phenomenographic Study Of Transition, Jennifer Santi
From Teacher To Teacher-Leader: A Phenomenographic Study Of Transition, Jennifer Santi
Doctor of Education in Teacher Leadership Dissertations
As Education evolves, the roles within traditional teaching and learning also evolve. School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to …
The Twilight Program: A Phenomenographic Study, Chanda Crawley
The Twilight Program: A Phenomenographic Study, Chanda Crawley
Doctor of Education in Teacher Leadership Dissertations
Alternative schools are an important concept in current education. This research describes the qualitatively different ways in which student’s experienced an alternative program, like Twilight. In these phenomenographic inquiry two current students, two Twilight graduates, and four Twilight teachers discuss the qualitatively different ways that students’ experience Twilight. The analysis yielded an outcome space of three qualitatively different ways of experiencing Twilight 1. Culture, 2. Self-efficacy, and 3, Teacher impact. Based on the findings of this research, the recommendation includes studying the shifting role of administrators in alternative education.