Graduation Year

2004

Document Type

Dissertation

Degree

Ph.D.

Degree Granting Department

Educational Leadership and Policy Studies

Major Professor

Shapiro, Arthur.

Keywords

Decision making, Teacher affect, Teachers as leaders, Leadership

Abstract

This research described and analyzed a single-site case study of an elementary school of 930 pupils, pre-kindergarten through grade five. The six and one-half-year longitudinal study examined teacher's perceptions of both constructivism as an educational organizational change model and of developing a constructivist philosophy in an entire elementary school. The study examined the background and steps that evolved throughout the reform process. Specific constructs most frequently appearing in the literature relating to developing an organization were studied: (a) philosophical foundations, (b) change, (c) perception, (d) leadership, (e) teachers as leaders and (f) affect. Research on teachers' perspectives examined key elements relating to the role of teachers in developing and sustaining constructivist reform efforts.

The triangulation process produced similar constructs. First, teachers' two-year reflections provided insight into how teams and individual teachers worked to improve and sustain the constructivist culture. Second, teachers voluntarily participated in focus groups centering on teachers' perceptions and insights concerning creating a constructivist school. The last came from the Principal-researcher's six and one-half years of written chronicles. Emerging from the research, first, were three dimensions of leadership: (a) support of teachers, (b) teachers' feeling appreciated, (c) providing a professional work environment; and next, six dimensions of teachers' as leaders: (a) collaboration, (b) trust building and forming relationships, (c) asking for help and receiving it, (d) the value of understanding personality styles, (e) the value of a positive attitude, and (f) taking on leadership roles.

Share

COinS