Superintendents' perceptions of their instructional leadership in the Iowa Teacher Leadership and Compensation System (TLCS)

dc.contributor.advisor Douglas M. Wieczorek
dc.contributor.author Wheeler, Douglas
dc.contributor.department Education
dc.date 2018-08-11T13:59:01.000
dc.date.accessioned 2020-06-30T03:11:26Z
dc.date.available 2020-06-30T03:11:26Z
dc.date.copyright Tue May 01 00:00:00 UTC 2018
dc.date.embargo 2001-01-01
dc.date.issued 2018-01-01
dc.description.abstract <p>The purpose of this qualitative phenomenological study was to examine superintendent instructional leadership in the context of the Iowa Teacher Leadership and Compensation System (TLCS). The study included interviews of 15 Iowa superintendents who were involved in the application and initial implementation of the Iowa TLCS in their districts. Interviews were designed to collect superintendents’ perceptions related to three areas of their instructional leadership practice: (1) perceived opportunities of TLCS; (2) perceived challenges of TLCS; and (3) perceived influence of TLCS implementation on superintendents’ role as instructional leaders. The study utilized sensemaking as an analytical framework to examine how superintendents responded to events related to the TLCS implementation process. The research findings identified superintendents’ perceived opportunities to build cohesive district systems, develop individual and collective capacity of staff, and enhance district climate and culture. Superintendents identified challenges to meet the teacher leader participation requirements, define teacher leaders’ roles, and concerns for program sustainability. In the context of TLCS implementation, superintendents expressed a desire to engage in instructional leadership, but noted other job demands that prohibited them from doing so. They attempted to prioritize communication, empowering others, and personal engagement, and facilitating a vision for teaching and learning as part of TLCS implementation. This study found that perceptions resulting from personal engagement in the TLCS application and implementation process influenced how participants thought about and conceptualized instructional leadership in the superintendency.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/etd/16487/
dc.identifier.articleid 7494
dc.identifier.contextkey 12331583
dc.identifier.doi https://doi.org/10.31274/etd-180810-6117
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath etd/16487
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/30670
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/etd/16487/Wheeler_iastate_0097E_17082.pdf|||Fri Jan 14 21:01:00 UTC 2022
dc.subject.disciplines Educational Administration and Supervision
dc.subject.keywords Instructional leadership
dc.subject.keywords policy
dc.subject.keywords School organization and systems
dc.subject.keywords sensemaking
dc.subject.keywords Superintendent
dc.subject.keywords Teacher leadership
dc.title Superintendents' perceptions of their instructional leadership in the Iowa Teacher Leadership and Compensation System (TLCS)
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.discipline Education
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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