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Rural School Teacher Leadership: A Qualitative Case Study

By Jayna Marguerite Ashlock

Abstract

Thesis (Ed.D.), Teacher Leadership, Washington State UniversityThe purpose of this qualitative case study is to examine rural high school teacher leader perceptions of roles, characteristics, and skills as well as identifying the various motivations these teacher leaders have for assuming teaching and leadership roles in rural schools. Currently, there is a lack of research in the area of rural schoolteacher leadership; therefore, it is my intention for this study to help to fill some of the gaps in the current rural school research. Specifically, the study explores the perceptions of teachers and administrators toward various roles of teacher leaders in rural high schools, including the experiences and motivation for teaching and leading in rural high schools in Washington State. The following research questions guided this inquiry: How did teacher leaders and administrators perceive the characteristics and roles of teacher leadership in schools? What motivated teacher leaders to teach in rural schools? What motivated teacher leaders to assume leadership roles in rural schools? What perceptions of support or hindrances from administrators, community members, and colleagues did the teacher leaders faced when assuming leadership roles?Washington State University, Teacher Leadershi

Topics: Educational leadership
Year: 2016
OAI identifier: oai:research.libraries.wsu.edu:2376/12066
Provided by: Research Exchange
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