2016 Simons Patricia Dissertaton

Simons, Patricia

2016 Simons Patricia Dissertaton

dc.contributor.advisor	Frick, William
dc.contributor.author	Simons, Patricia
dc.contributor.committeeMember	Vaughn, Courtney
dc.contributor.committeeMember	Smith, Joan
dc.contributor.committeeMember	Cate, Jean
dc.contributor.committeeMember	Reeder, Stacy
dc.date.accessioned	2016-04-27T20:53:58Z
dc.date.available	2016-04-27T20:53:58Z
dc.date.issued	2016-05-13
dc.date.manuscript	2016-04-27
dc.description.abstract	Abstract The purpose of this investigation is to explore through a historical case study the ways in which one principal mentored and built capacity with a school-based cohort of teachers who became school leaders themselves in a variety of capacities. Findings reveal a generative female leader who embraced strong philosophical and theoretical foundations enacted in an enriching, innovative culture. This case study illustrates the nested activity of leadership in the development of a learning organization focused on strong relationships, continuous adult learning, and practical leading capacities that contributed to leadership dispersion, strong community identity, and personal transformative experiences for teachers who chose to become leaders as well. Findings also suggest ways that principals in contemporary schools can mentor and develop teachers to become teacher leaders and learning-centered administrators.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/34070
dc.language	en_US	en_US
dc.subject	Developing Teacher Leadership, Female Generative Leadership, Learning Organizations, Mentoring and Coaching	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	2016 Simons Patricia Dissertaton	en_US
dc.title	TAKING A CLOSER LOOK: A CASE STUDY OF ONE PRINCIPAL WHO DEVELOPED TEACHER LEADERS WHO BECAME EDUCATIONAL LEADERS IN OTHER SETTINGS
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US
shareok.orcid	0000-0002-2607-1347	en_US