The enactment of teacher leadership can be challenged by both policy initiatives and school contexts (Anderson & Cohen, 2015; Hargreaves & Fullan, 2012). However, teachers can have a positive influence on each other and their broader school community by building capacity for leadership, innovation, and student achievement through the relationships, or networks, they develop and maintain (Baker-Doyle, 2015; Hovardas, 2016; Hunzicker, 2012; Moolenaar, Sleegers, & Daly, 2012). This single exploratory case study takes place in a Title I elementary school and uses a combination of Social Network Analysis and content analysis to uncover patterns in teacher professional networks, the context in which they exist, and teachers’ perceptions of the influence of these networks on their sense of themselves as teacher leaders. The study focuses on four constructs: teacher leadership, teacher efficacy, instructional innovation, and professional networks. The concept of social capital is used to explore the connection between networks and teacher leadership. Symbolic interactionism frames the analysis of the nature of relationships that emerge within these networks. Findings indicate that teachers linked their identities as leaders with a culture of leadership, exchange of advice, shared values, and high expectations for themselves and their students. Interview responses demonstrated they believed in their collective capacity to accomplish a shared mission of student achievement; they trusted in and supported each other through their professional networks.

A review of literature on the preparation and training for assistant principals showed that there are gaps in the current support structures in place to encourage them to be effective in their position or prepared to assume other leadership roles (Armstrong, 2009; Barnett et al., 2012; Morgan, 2018). The role of assistant principal is an important area of educational leadership that has historically been underrepresented in the literature, and it is "one of the least researched and least discussed topics in educational leadership" (Weller and Weller, 2002, p. xiii). The researcher adapted the quantitative methodology techniques and survey tool of Inabinett's (2015) study titled, The Nourishment of Assistant Principals: The Effective Development of Future School Principals in Alabama. The researcher focused on assistant principals' beliefs about their preparedness for the principalship and how their real and ideal development compared to one another. Specifically, the study considered the five elements (professional development, mentoring, aspiration, networking, and experiences) from the Assistant Principal Development Framework as being instrumental in preparing assistant principals for the principalship. The purpose of this study was to identify assistant principals' self-reported perceptions regarding their job experiences as defined by the Assistant Principal Development Framework. This study reported assistant principals' perceptions of their ideal development compared across each of the five domains of the Assistant Principal Development Framework. Additionally, this study identified specific professional development that assistant principals perceive they need to become future principals and determined which components of the Assistant Principal Development Framework were currently utilized in their leadership practice. This study sample included assistant principals in one PK-12 school division in Virginia. The research questions guiding this study were: 1) What are the self-reported perceptions of assistant and associate principals' levels of preparedness for the principalship based on their real job experiences? and 2) How do their self-reported perceptions compare to their ideal development across each of the five domains in the Assistant Principal Development Framework? The research method included a researcher-adapted survey titled the Assistant Principal Perceptions Survey. The survey instrument consisted of 63 items: 11 demographic questions, 51 Likert-scale questions, and one open-ended question. Descriptive statistics, including a paired sample t-test, were used to analyze the data and identify findings and implications. Results from this study revealed that assistant principals perceived a difference between their current job experiences and what their ideal experiences should be to prepare them for the principalship. Participants reported the need for readily accessible professional development, opportunities for networking with other administrators, formal mentoring, and more experience in the areas of curriculum and instruction, organizational management, student achievement, and professional and ethical behaviors. Furthermore, the findings provide educational leaders with relevant research and awareness related to assistant principals' perceptions of their preparedness for the principalship. / Doctor of Education / The purpose of this study was to identify assistant principals' self-reported perceptions regarding their real job experiences as defined by the Assistant Principal Development Framework. Additionally, the study also reported assistant principals' perceptions of their ideal development compared across each of the five domains of the Assistant Principal Development Framework as defined by Inabinett (2015). In this quantitative study, a survey research design was used. The study was conducted in one PK-12 public school division in Virginia. The research questions guiding this study were: 1) What are the self-reported perceptions of assistant principals' levels of preparedness for the principalship based on their real job experiences? and 2) How do their self-reported perceptions compare to their ideal development across each of the five domains in the Assistant Principal Development Framework? Results from this study revealed that assistant principals perceived a difference in their current job experiences opposed to what their ideal experiences should be to prepare them for the principalship. Participants reported the need for readily accessible professional development, opportunities for networking with other administrators, formal mentoring, and more experience in the areas of curriculum and instruction, organizational management, student achievement, and professional and ethical behaviors. Recommendations for future studies and implications for practice were provided.

Thesis advisor: Lauri Johnson / District leadership has been found to have a measurable effect on student achievement by creating conditions within which teachers and administrators frame their daily work with children. The superintendent is uniquely poised to build the needed infrastructure of support and assure its alignment with the philosophy and mission of the district and, in turn, with the work of the school. By attending to the habits and conditions that allow a staff to work as a unit, superintendents are able to contribute to the development of a community of professional learners within and among district schools. This qualitative case study analyzed district leadership practices that support ongoing teacher growth in a Massachusetts school district by examining the work of the superintendent and the impact of his leadership on the ongoing development of a community of professional learners at the district and school level. Data included interviews with teachers and administrators, artifact analyses, and observations of district meetings. Findings reveal the superintendent's use of a PLC process to model and provide support to school-level leaders by encouraging broad-based participation in the skillful work of leadership; establishing a clear vision which resulted in program coherence; fostering a system of inquiry-based accountability that informed decision making and practice; and nurturing organizational relationships that involved high district engagement and low bureaucratization which supported school-based collaborative teacher growth. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

With the increasing level of complexity that leaders face today, represented in the accelerating pace of technology advancement and globalization, along with the climate change indicators reaching unprecedented levels, the need for good leadership quality has become more crucial than ever. The Framework for Strategic Sustainable Development provides a systems perspective, a principle-based definition and a way to strategically move towards sustainability, however still there is a need to specify what is required for leaders to lead organizations through this process. The aim of the thesis is to explore how corporate leadership development companies can develop the essential leadership competencies to address the sustainability challenge. The study used the Key Competences in Sustainability Framework as a base to interview six leadership development companies from different areas in the world. The findings revealed that there is an essential need for self-development for leaders to handle complexity, as well as the need from leaders to create the proper conditions for their organizations to utilize the competences from the KCSF. Furthermore the results also showcased the need for standard common definition regarding sustainability.

The field of Early Childhood Education and Care (ECEC) traditionally encompasses care and education for children aged from birth to eight years. In this study, the focus is specifically on the field that provides services for children in prior to school settings, that being the birth to five sector. This sector is highly feminised and has emerged over the last century from philanthropic roots. Despite considerable work into leadership in other areas, until recent times, attention to aspects of leadership has been limited within the ECEC field and much of the research undertaken has focused heavily on centre-based leadership. This study investigated how personnel, from a range of services, understand and enact leadership. In terms of data analysis it draws heavily on symbolic interactionism as a methodological tool and engages standpoint feminist theory to inform the analytical process. Data were gathered from semi-structured interviews with twenty-six participants who also identified artefacts, which they considered influenced and supported their understandings of leadership. In addition, two focus groups were conducted to explore themes emerging from early analysis of the data. Findings indicate two categories, which emerge as relevant to how leadership is understood and enacted by participants. The first of these is the concept of interpreted professional identity, which reflects participants' interpretations of who they are as early childhood professionals informed by their own views and the views of others. How individuals interpret their sense of self (manifest in their professional identity) is influential in the secondary category, which is interpreted leadership capacity. This category reflects participants' leadership activity or inactivity. The analysis reflects a complex interplay between how participants interpret their professional sense of self (interpreted professional identity) and their capacity and willingness to enact leadership (interpreted leadership capacity). Individuals in the formation of their professional identity interpret factors, both internal to the ECEC field and external (through social expectations). The culture of the ECEC field (internal factors) includes competing elements such as a discourse of niceness juxtaposed against examples of horizontal violence. Factors external to the field suggest there are lingering social associations between heroic male images and leadership, which make women as leaders problematic. Within a highly feminised field such as ECEC, this study brings new perspectives to understandings of leadership and its enactment.

In order to gain insight into developing teacher leadership capacity this study was designed to surface how tasks and interactions unfold from the perspective of the practitioners. The central focus of this study was to investigate the ways an elementary teacher-leader takes a stance toward instructional leadership while negotiating professional norms and organizational structures within the context of a public school setting. This investigation sought to identify instructionally related teacher leadership actions and opportunities; and to examine teacher-leaders' interaction patterns with an interest in identifying how teacher-leaders interact and enact their leadership tasks. Reports of 79 teacher-leaders' perceptions of interactions were collected using a 71 item questionnaire designed for this study based on the literature. Factor analysis and Cronbach's alpha were conducted and confirmed the measuring instrument's reliability and validity. Sample data were analyzed for descriptive statistics and the relationships between the latent constructs: organizational structure, social context, and professional values. Results of the bivariate correlations revealed that both social context and organizational structure accounted for a small percentage of the variance in teacher-leader to teacher interaction. Interaction shared an 8% variance with social context and shared an 8% variance with access for interaction. Professional values did not have a statistically significant correlation with interactions . Moreover, social context had a 30% shared variance with access for interaction and a shared variance of 37% with professional values . In summary, professional values had the greatest variance with social context (37%) and social context had the greatest variance with access for interaction (30%) which represented organizational structure. An implication of the results suggests social context is central for shaping and reshaping values and norms.

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This study of 76,365 students from 82 U.S. institutions explored the relationship between involvement in a religious student organization and student capacities for socially responsible leadership, based on the Social Change Model of Leadership (SCM). Results from t-tests found students involved in both religious and secular student organizations reported statistically significantly higher scores on all eight measures of socially responsible leadership than students involved in only religious student organizations. Hierarchical multiple regression models explained between 26% and 29% of the variance in student reported levels of overall socially responsible leadership. Compared to students involved in no organizations, involvement in religious only, secular only, and both religious and secular organization types were found to be negative yet statistically insignificant predictors of socially responsible leadership. The highest predictors of socially responsible leadership were precollege capacities for socially responsible leadership, number of years in school, and collegiate student organization involvement frequency.

In this paper we examine an Australian project in which we seek to develop leadership capacity in staff and students throughout the country, such that they may contribute to and lead others to contribute to the development and sharing of learning support resources for mathematics and statistics across disciplines and universities. One of the tangible outputs is a set of video based learning support resources that can be embedded in subjects across disciplines and shared across institutions. However the guiding aim is to develop leadership capacity, in its simplest form leading others to lead others to contribute to the project. Leadership may also be developed and exercised across different aspects of the project whether it be mapping needs, drawing together disciplines groups, finding ways to recognise and reward those engaged in the process, developing resources and the associated skills, ensuring copyright adherence, creating learning designs for optimal use of resources, evaluating the impact on student outcomes, peer review and the dissemination of findings.

本研究旨在參照美國跨州學校領導標準證照聯合會（ISLLC）所提出的「ISLLC學校領導者標準」為例，藉以建構出國民中小學校長領導能力指標權重體系。研究方法運用分析網路程序法（ANP），研究工具則採用編修之「國民中小學校長領導能力指標權重體系調查問卷」，並以校長學、校長培育、學校行政等領域之13位學者專家為研究對象，對國民中小學校長領導能力指標之內容進行重要性評比。 本研究依據研究結果，得到以下二項研究結論： 一、學校文化與教學方案為最重要之校長領導能力向度 二、提升教師專業能力為最重要之校長領導能力指標 而依據研究結論，本研究提出以下建議，以作為教育行政機關、校長培育機構等之參考。 一、對教育行政機關之建議 （一）儘速研擬設立校長培育標準及專責單位 （二）校長領導能力指標可作為校長評鑑與校長證照制度之基礎 二、對校長培育機構之建議 （一）校長培育課程中其校長領導能力的規劃，以「學校文化的建立」與「教師能力的提升」作為初階能力的養成 （二）「提升教師專業能力」、「合作發展與共享」、「發展績效評估系統」作為校長培育課程的首要目標 此外，本研究亦針對後續研究者在研究對象、研究方法及研究範圍等三方面，提出相關建議。 關鍵字：校長領導能力、校長培育課程、分析網路程序法 / The purpose of this study is to construct a weight system of principal’s leadership competence indicators for the elementary and junior high school, and this study refer to “Interstate school leaders licensure consortium: Standards for school leaders” as an example. The main method of this study is Analytic Network Process (ANP). The research instrument of this study is a modified questionnaire which is used to survey the elementary and junior high principal’s leadership competence. 13 scholar experts most in principalship, principal preparation and school administration are taken as the research object to estimate the importance of indicator for the elementary and junior high school principal’s leadership competence. According to the research results, two conclusions are as follows: 1. School culture and instructional program is the most important dimension of school principals' leadership competence. 2. Enhancement of the professional competence of teachers is the most important indicator of school principals' leadership competence. This study provides the following suggestions from the conclusions to the educational administrations and the organizations of principal preparation for reference: 1. For education administration authority (1) Plan to establish the standards of principal preparation and set up an unit in charge of them. (2) The indicator of school principals' leadership competence can be a basis of principal evaluation and principals’ licensure. 2. For the institutes of principal preparation (1) Planning of principals' leadership capacity in the principal preparation courses as entry-level capacities are “The establishment of school culture” and “The enhancement of the professional competence of teachers”. (2) The principal of the primary objective of the course are “The enhancement of the professional competence of teachers”, “The cooperation and development and sharing”, and “The development of performance evaluation system”. In addition, this study also provides future researchers in three areas of the object of study, research methods and scope of the study to make recommendations. Keywords: principal leadership capacity, principal preparation program, analytic network process