TEACHER LEADERSHIP PRACTICES IN SUCCESSFUL ELEMENTARY SCHOOLS : A STUDY OF THE IDENTIFICATION, DEVELOPMENT, AND UTILIZATION OF TEACHERS AS LEADERS IN CONSISTENTLY HIGH PERFORMING ELEMENTARY SCHOOLS IN EASTERN NORTH CAROLINA

TL;DRAbstract

This dissertation examines the identification, development, and utilization of teachers as leaders in thirteen high performing elementary schools across nine districts in eastern North Carolina. Survey data on these schools were collected from their principals, with survey questions based on expectations of teacher leaders and school principals outlined in their respective North Carolina evaluation instruments, as well as best practices identified in a comprehensive review of the literature. Additional information was gathered from principals through follow up interviews. Participating school principals viewed teacher leadership as more closely identified with leadership tasks, and less with leadership titles. when selecting teachers for formal and informal leadership roles, participating school principals valued qualitative characteristics such as a teacher's reputation as a strong classroom teacher, interpersonal skills, and attitude toward education, as well as quantitative characte

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