No abstract available. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve this vision, policy suggests a shift in management practices from traditional autocratic headship to more participatory leadership practices, including the leadership of teachers. Theorizing from a distributed leadership perspective, the aim of this study was to explore the concept of teacher leadership and the challenges that are faced by post level one teachers as they operate as leaders in their schools in the South African context. The study sought to investigate how the concept of teacher leadership was understood, how post level one teachers lead in their schools and what challenges to teacher leadership are in schools. The study was conducted in one rural and one semi-urban primary school and it was qualitative in nature. A case study methodology was suitable for this study since it was aimed at gaining teachers understanding and perceptions of teacher leadership. Different methods of collecting data were used and these included interviews, questionnaires, and document analysis. Data were analyzed thematically using Grant’s (2008) model of teacher leadership. The findings indicated that teacher leadership as a concept was still new to certain teachers, even though research on the topic in the South African context is increasing. Some teachers did not think of the roles they played in a school as teacher leadership. The findings further indicated that teacher leadership was experienced differently across the two schools with teacher leadership in the rural school being more restricted than the teacher leadership in the semi-urban school, where it was more emergent. In the rural school, leadership could, at best, be described as authorized distributed leadership while in the semi-urban school, leadership could be described as dispersed distributed leadership. In addition, the findings showed that the major barrier to teacher leadership in the rural school was resistance from the School Management Team while in the semi-urban school the major barrier to teacher leadership was a lack of time. A further barrier to teacher leadership in both schools was teachers themselves who were lazy and did not want to take on additional leadership tasks. The study also found that the major enhancing factor to teacher leadership, particularly in the semi-urban school, was a collaborative school culture where teachers trusted each other and worked together in professional learning communities. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.

As teacher turnover and the demands for accountability and student achievement persist, the need to hire and retain quality teachers becomes increasingly vital. The purpose of this study was to determine if there was a relationship between participation in Cross Career Learning Communities (CCLC), a type of Professional Learning Community (PLC), and teacher retention in participating Network for Enhancing Teacher-Quality (NET-Q) schools in a southeastern state. One-to-one exact matching was used to match 251 teachers in CCLC groups to 251 control teachers on eight variables including both system and individual level variables. Results showed a ten percent significant difference between the retention percentages within the state public school systems favoring CCLC teachers, χ2(1) = 21.17, N = 502, p < .05, with a medium effect size of h = .4. For teachers participating in CCLCs, a secondary research question asked if there were any differences in teacher retention in schools that had mandatory participation versus those that had voluntary participation. No significant difference was found between participation types and teacher retention. Furthermore, no significant difference was found in the attrition rates between the novice and the veteran teachers participating in the CCLCs. Based on a question from the NET-Q survey, the percentage of teachers indicating that their participation in CCLCs positively influenced their decision to continue in teaching, estimated at 31%, was statistically significant. This study extends the research on one particular type of PLC to teacher retention. The findings of this study may aid school leaders in better understanding how they can address and impact teacher retention in teaching and in their school buildings. Suggestions for future research and implications for policies addressing teacher support and retention are discussed.

"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Delores D. Liston, major professor; Grigory Dmitriyev, Hsiu-Lien Lu, David Alley, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.167-181).

Sammanfattning Studien syftar till att undersöka om det finns något samband mellan lärares upplevda självtillit, skattad skolkultur i ämneslaget och graden av kollegialt lärande i ämneslag. 23 matematiklärare på fyra olika gymnasieskolor i Västsverige har besvarat enkäten som mäter respondenternas upplevelse av skolkultur i ämneslag, upplevd självtillit i professionen och graden av kollegialt lärande i ämneslaget. Metoden för uppsatsen är en enkätundersökning med relativistisk ansats då graden av samband mellan skolkultur i ämneslag, självtillit och kollegialt lärande undersöks. Resultatet på enkäten grundar sig i lärarnas upplevda erfarenheter av skolkultur i sina ämneslag, kollegialt lärande och självtillit. Efter analys av resultat från multivariat linjär regressionsanalys och korrelationstest är resultatet att det finns ett samband mellan lärares självtillit i skolsituationer och vilken skolkultur som råder i ämneslaget. Det finns också ett samband mellan skolkultur, självtillit och graden av användandet av kollegialt lärande. Undersökningen påvisar inte orsaksambandet mellan skolkultur, grad av självtillit och graden av kollegialt lärande. Detta är ett utvecklingsområde för vidare undersökningar. Studien kan vara en grund för skolledare vid planering för utvecklingsarbete och kollegialt lärande då skolkulturen påverkar i vilken grad det kollegiala lärandet kan utvecklas samtidigt som skolkulturen har en påverkan på lärares självtillit i professionen. Nyckelord: Skolkultur, självtillit, self efficacy, kollegialt lärande / Abstract This study aims to investigate a possible correlation between  teachers experienced self efficacy, estimated school culture within their subject and the extent of professional learning within their subject.  23 mathematics teachers at four different upper secondary schools (/high schools) in the west of Sweden have answered a questionnaire which measures the respondents’ experiences of school culture within their subject, the experienced self efficacy within their profession and the degree of professional learning/peer learning within their subject.  The method used for this essay is a survey with a relativistic approach as to investigate the connection between school culture within the subject, self efficacy and professional learning. The result of the questionnaire is based on the teachers’ own experiences of school culture within their subject, professional learning and self efficacy. An analysis of the result from a multivariate linear regression analysis and correlation test shows that there is a connection between teachers’ self efficacy in school situations and the school culture within the subject. Also, there is a connection between school culture, self efficacy and the extent of professional learning. The survey does not prove the causation between school culture, degree of self efficacy and the extent of professional learning. This is a possible field for further studies.   This study could serve as a basis for school leaders when planning for improvements and peer learning as school culture affects to what extent professional learning can be developed amongst teachers, and, as it affects teachers’ self efficacy within their profession.     Key Words: School culture, self efficacy,professional learning

This qualitative naturalistic descriptive case study provides an understanding of the characteristics of a community of practice within a National Writing Project Invitational Summer Institute. This study utilized naturalistic, descriptive case study methodology to answer the research question: What characteristics of a community of practice are revealed by the perceptions and experiences of the fellows of a National Writing Project Invitational Summer Institute? Data were gathered in the form of interviews, focus group, observations, field notes, and participant reflective pieces. Peer debriefing, triangulation, thick rich description, as well as member checking served to establish credibility and trustworthiness in the study. Bracketing, a phenomenological process of reflecting on one's own experiences of the phenomenon under investigation was utilized as well. The findings of this study point to five analytic themes. These themes, ownership and autonomy, asset-based environment, relationships, socially constructed knowledge and practices, and experiential learning, intertwine to illuminate the three essential components which must be present for a community of practice to exist: joint enterprise, mutual engagement, and shared repertoire. Participants' portraits provide a description of their unique experiences as they moved fluidly between the periphery and core of the community of practice.

State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.

The purpose of this qualitative study was to explore the leadership practices of principals who sustain professional learning communities. The study was conducted using semistructured interviews with 2 elementary school principals from a noted professional learning community district in Henderson, Kentucky. A Professional Learning Community Assessment Survey was completed by the teachers in both elementary schools. Photographs of each school and a review of school documents triangulated the research of these 2 professional learning communities. In interviews the principals described their roles in: (1) defining a professional learning community or PLC, (2) supporting and sustaining a PLC, (3) supporting professional dialogue opportunities in a PLC, and (4) identifying shareholders as an essential element in successful professional learning communities. The teacher surveys helped to confirm the principals' perceptions and the roles of the principals in supporting and sustaining a professional learning community. The teachers defined the principal's role in supporting and sustaining a professional learning community as (1) involving staff in decisions, (2) incorporating teachers' advice to make decisions, (3) providing staff members access to key information, (4) the principal being proactive, (5) enabling staff members to initiate change, (6) sharing responsibility and rewards, (7) sharing power and authority, and (8) promoting and nurturing leadership. The effective leadership practices of both principals support successful and sustainable professional learning communities. The triangulation of data reinforced these conclusions: (1) both principals have effective leadership practices that support and sustain a PLC, (2) the majority of teachers from both schools who participated in the survey overwhelmingly approve of the leadership practices of their principals, (3) continued improvement in student assessment results over a period of years support the practices of the principals, and (4) effective leadership practices strengthen the professional learning concept of supporting and encouraging continued student and teacher progress. The results from this study were intended as a reference for principals and school districts concerning the effective practices of principals to support and sustain professional learning communities.

Because of disunity among prominent professional learning community (PLC) authors, experts, and researchers, the literature was studied to develop a ten-element model that represents a unified and reconceptualized list of characteristics of a PLC. From this model, the Learning Community Culture Indicator (LCCI) was developed to measure professional learning community (PLC) implementation levels based on the ten-element model. Exploratory and confirmatory factor analyses were performed to determine the structural validity of the LCCI. Factor analyses provided successful levels of fit for the models tested in representing the constructs of the LCCI. Reliability measures also indicated high levels of internal consistency among the responses to the survey items. Although some items and elements had moderate levels of fit and need additional revisions and validity testing, the LCCI produced substantial evidence that this survey was a valid and reliable instrument in measuring levels of PLC implementation across the ten elements. Because this research validated the LCCI, school leaders can implement, monitor, and diagnose elements of PLCs in their schools. The LCCI also provides a method in which future research can be conducted to empirically support the influence of PLCs and student achievement. Potential uses and recommendations for further research and consideration are presented. A call for more empirical research is made in connecting the PLC reform model to improved student learning. The theory of PLC is at a point of substantiation and growth. The LCCI is recommended as potential tool for studying and facilitating the implementation of PLCs in schools.

The focus of this research was to analyze the impact of the United States Department of Education‟s Smaller Learning Communities (SLC) Grant Program on student achievement in 17 schools in the state of Florida that were issued three-year grants during the school years 2006-2009 as compared to 17 similar schools in the state of Florida that did not receive grant funding. Base-line data for each of the 34 schools consisted of student performance in 2006, one year prior to SLC schools receiving the grant. Student achievement data from the base-line through the three-year grant period for the 17 grant recipients were compared with that of 17 similar Florida schools that were not grant recipients in 2006. Student data were collected from the Florida Department of Education. The data subjected to analyses were comprised of student achievement on the ninth and tenth grade Florida Comprehensive Assessment Test (FCAT) in the areas of reading and mathematics, the graduation rate, and the dropout rate. The data showed an overall improvement in the SLC schools‟ student achievement based on the six areas analyzed. The data collected were then compared to the 17 similar schools to identify any significant differences in the achievement gains in those schools. Although both the SLC schools and the control schools showed overall improvement, no statistically significant relationship was discovered in the achievement of students in SLC schools versus students in similar schools that did not receive the grant dollars during the defined time periods. The overall trend for all 34 schools was similar improvement in student achievement.