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dc.contributor.advisorBoone, Mike
dc.contributor.advisorJacobs, Jennifer
dc.contributor.authorReichert, Emily Crocketten_US
dc.date.accessioned2012-02-24T10:22:05Z
dc.date.available2012-02-24T10:22:05Z
dc.date.issued2010-08-01en_US
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/4343
dc.description.abstractImplementing district level change to an established teacher leader professional development model calls for an understanding of the power and influence structures within the school district. Levels of power and influence are impacted by four main factors in the change process: roles in the organization, ability to communicate, personal motivations or agendas, and resource control. Within this phenomenological study, perception of self and perception of others significantly affected levels of power and influence to make district level change. The essence of the research is based on a district leader’s choice to take action in the change process and be mindful of his or her ability to choose operating styles that promote, rather than inhibit, the change process.en_US
dc.formatText
dc.format.extent189 pages
dc.format.medium1 file (.pdf)
dc.language.isoen_US
dc.subjectTeacher leaderen_US
dc.subjectLeadershipen_US
dc.subjectChangeen_US
dc.subjectPoweren_US
dc.subjectInfluenceen_US
dc.subjectProfessional developmenten_US
dc.subjectSchool districten_US
dc.subjectProfessional learningen_US
dc.subjectPhenomenologyen_US
dc.subject.classificationEducationen_US
dc.titleInfluencing Change for Teacher Leader Professional Learning: A Phenomenological Studyen_US
txstate.documenttypeDissertation
dc.contributor.committeeMemberNelson, Sarah
dc.contributor.committeeMemberGolden, Malinda
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychologyen_US
thesis.degree.disciplineEducation
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US
txstate.departmentCounseling, Leadership, Adult Education, and School Psychology


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