<p> The following mixed method study examines the servant leadership practices of teacher leaders and their impact on school climate and instructional planning. The researcher sought out the perceptions of both formal and informal teacher leaders as well as their district supervisors in a suburban high school setting. The research uncovered teacher leaders’ practice of empathy and listening had a significant impact on school climate. Commitment to individual development and empathy were identified by teacher leaders as important influences on instructional planning. The research confirmed servant leadership characteristics are practiced by teacher leaders, and the findings were reinforced by district supervisors’ observations. This research may aid in providing educational organizations a framework to empower teacher leaders and their utilization of servant leadership. Furthermore, the research may serve as a catalyst for additional inquiry into the effect of servant leadership and teacher leadership on school climate and instructional planning.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10256320 |
| Date | 04 March 2017 |
| Creators | Powles, James M., IV |
| Publisher | College of Saint Elizabeth |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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