Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
teacher leadership, adult learning theory, andragogy, teacher leader model standards
Today’s school leaders recognize that one person, mainly the principal, cannot adequately address the needs of all members of the school community. Many principals rely on teacher leaders to lead alongside them to further school improvement, knowing that the traditional way of thinking of school leadership as being the sole role of the principal is no longer effective or efficient. While K-12 teachers typically have a strong background in child development, psychology, and pedagogy, many lack experience in leading and facilitating adults and have little background in adult learning theory.
The purpose of this research is to determine how K-12 teacher leaders perceive the challenges of leading and facilitating adults. Working within Knowles Andragogy Adult Learning Theory, this phenomenological qualitative study will analyze five to eight teacher leaders in rural, North Dakota school districts. Data will be collected through open-ended interview questions and be analyzed through coding the transcriptions of the interviews. My goal is that this study can be utilized to inform further research in the area of teacher leader development for both school districts and higher education institutions.
Green, Noelle Hiedeman, "Examining Teacher Leadership: The Perceived Challenges of Being a Teacher Leader" (2021). Dissertations, Theses, and Projects. 474.