<p> <b>Purpose.</b> The purpose of this quantitative ex post facto design research study was to determine the impact of a teacher leadership professional development academy on teacher leaders’ use of the Five Practices of Exemplary Leadership behaviors as measured by the Leadership Practices Inventory. </p><p> <b>Methodology</b>. The research was a quantitative ex post facto design. </p><p> <b>Findings.</b> The results of the analysis revealed a significant difference in teacher leadership behaviors before and after participation in a transformational leadership professional development academy. </p><p> <b>Conclusions.</b> This study responded to the call to provide teachers, administrators, districts, policymakers, and researchers new insights on transformational teacher leadership, which was deemed important to assist and develop teachers to lead or co- lead through this time of great change in education. Understanding the difference in leadership scores before and after participation in a teacher leadership professional development academy could assist teachers, administrators, districts, policymakers, and researchers to develop and set expectations for transformational teacher leadership professional development. </p><p> <b>Recommendations.</b> Provide teacher leaders, administrators, superintendents, and pre- service teachers with transformational leadership development on the Five Practices of Exemplary Leadership. Provide opportunities for 360-degree feedback with the use of the Leadership Practices Inventory in conjunction with the use of the Five Practices of Exemplary Leadership. </p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10600915 |
| Date | 17 August 2017 |
| Creators | Bryant, Renae |
| Publisher | University of La Verne |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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