ABSTRACT
The system of education in the United States needs support. Schools are at a constant struggle to maintain a positive climate and culture and retain quality educators. We now live in a world where the grades and performance measures are highly scrutinized. Schools are measured against each other and society wants to see outstanding achievement data from their school systems.
Working within Moustakas’s phenomenological approach, this qualitative phenomenological study will investigate the extent to which teacher leadership advances school climate and culture. The study will be conducted in four public schools in North Dakota: Two that have teacher leadership models in place, and two that do not. The study will encompass interviews with teachers at each school. It is my hope that by understanding the influences that teacher leadership has on an organization that an argument can be made to institute teacher leadership structures and best practices into the field of education
