Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study
Date
2010-08
Authors
Reichert, Emily Crockett
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Abstract
Implementing 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.
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Keywords
Teacher leader, Leadership, Change, Power, Influence, Professional development, School district, Professional learning, Phenomenology
Citation
Reichert, E. C. (2010). <i>Influencing change for teacher leader professional learning: A phenomenological study</i> (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.