Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Teacher attrition is an ongoing problem in education, and the lack of leadership opportunities contribute to that problem. Teachers who serve in leadership roles are more likely to remain in the profession and positively impact students and the profession as a whole. However, there is little qualitative research to address how teachers develop the needed leadership skills to take on additional leadership roles. The purpose of this qualitative study was to describe the experiences of participants in a District Teacher Forum. The District Teacher Forum is a cohort of teachers identified as Campus Teachers of the Year led by the District Teacher of the Year with the intended purpose of helping the members to develop leadership skills. The conceptual framework that guided this study was a congruence of the social cognitive theory, constructivist theory, and perceived organizational support. The study aimed to examine the experience of teachers participating in a teacher leadership development program. Interviews of 6 Forum members selected through maximum variation sampling and a focus group provided the needed information, and findings were analyzed in relation to the research questions. This study provided insight into how teachers perceive their experiences in a teacher leadership development program as a foundation for future professional development processes to develop teacher leadership. Findings showed that teachers who are provided the opportunity to participate in professional development related to leadership in a cohort setting gain a self-identity as a teacher leader and want to serve as teacher leaders. Implications for social change include a guide for other districts to use to establish a Forum or other leadership initiative and potentially greater teacher retention.

Reforms in teacher evaluation are enacted to increase student achievement. Although there is research on teacher evaluation and teacher quality, there is little that addresses effective teaching as conceptualized in Danielson's Framework for Teaching, a commonly used evaluation tool. The purpose of this quantitative study was to determine which of the 4 domains and 76 elements of Danielson's framework are viewed by award-winning teachers as having the greatest impact on effective teaching and learning. Constructivism formed the theoretical basis for this study. The research questions examined to what extent state and national teachers of the year perceive differences in the importance to effective teaching and learning across each of Danielson's 4 domains and across the elements within those domains. A quantitative single-factor within-subject design was utilized. Framework for Teaching Survey importance ratings obtained from state teachers of the year for the past 6 years (N = 350) were compared using repeated measure one-way analysis of variances). Significant F values were followed by the Fisher Least Significant Difference Test to determine the domains or elements that significantly differ from one another. Significant differences in the importance ratings were obtained across each of the 4 domains. The instruction domain was rated most important followed by classroom environment, planning and preparation, and professional responsibilities. Findings may facilitate positive social change by enabling schools, districts, and states to more accurately evaluate teachers and devote limited professional development resources to domains and elements with the greatest potential for improving teacher quality.