Date of Award
2005
Document Type
Thesis
Publication Status
Version of Record
Submission Date
October 2026
Thesis/Dissertation Advisor [Chair]
Guglielmino, Lucy M.
Thesis/Dissertation Co-Chair
Acker-Hocevar, Michele A.
Abstract
The purpose of this study was to determine if changes could be detected in teachers' approaches to their professional practice and in the achievement of their students following the implementation of a teacher leadership capacity-building intervention framework. Specific aspects examined were (a) teachers' perceptions of changes in their classroom environments, instructional practices, planning, assessment, and confidence in instructing diverse learners; (b) observer ratings of teachers' classroom practices; (c) teachers' readiness for self-directed learning; and (d) student achievement. The study addressed four research questions and three hypotheses. Following the professional development intervention, teachers' perceived changes in their professional practices were documented on a self-report survey, with the greatest positive change reported in types and variety of instructional practices. Significant gains were found in teachers' observed effective behaviors (Florida Performance Measurement System scores), teachers' Self-directed Learning Readiness Scale scores and student achievement in reading. The outcomes, while they cannot, of course, be solely attributed to the intervention, support the concept that teacher leadership capacity is built from within when teachers are encouraged to take a greater responsibility for the design and implementation of their professional development and to share their strengths with their colleagues in a true learning community. The intervention was implemented in an at-risk school, but it provides a framework that can be replicated elsewhere. This project required a commitment of resources for observations, peer coaching, modeling instructional strategies, team meetings, reflective team planning, team data analysis, and a variety of professional development sessions chosen and designed by staff that took place both within and outside of the regularly scheduled workday. The school district, an outside private foundation, and additional grants provided funding for most expenses, including an on-site professional development facilitator. Further follow-up research is warranted given the brevity of this study and the time needed for systemic change.
Extent
127 p.
Recommended Citation
Nowocien, Darlene J., "Investigation of the value of teacher leadership capacity-building: Implementation of an intervention framework to raise student achievement" (2005). Electronic Theses and Dissertations 2000 - 2009. 887.
https://digitalcommons.fau.edu/etd_general_5/887
Identifier
FADT12163
Comments
Thesis (Ed.D.)--Florida Atlantic University, 2005.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Ed.D.)--Florida Atlantic University, 2005.