Examining Teacher Leadership as a Model for Improvement in Science Education

The current mixed method study examined a Teacher Leadership Program (TLP) to determine to what extent participating teachers had changes in content knowledge (CK), practices, leadership skills, and leadership knowledge. The purpose was to determine if this program could be utilized to suggest a sus...

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Bibliographic Details
Published in:Science educator 2021-04, Vol.28 (1), p.21-29
Main Authors: Whitworth, Brooke A, Wilson, Shunderla, Watson, Shelby
Format: Article
Language:English
Subjects:
Academic Achievement
Beginning Teachers
Change
Concept Formation
Education
Educational Change
Educational Facilities Improvement
Elementary School Teachers
Faculty Development
Instructional Leadership
Knowledge Level
Leadership
Leadership Qualities
Learning
Learning Theories
Lifelong Learning
Middle School Teachers
Outcomes of Education
Pedagogical Content Knowledge
Professional development
Program Effectiveness
Science Curriculum
Science Education
Science Process Skills
Science teachers
Scientific Concepts
Skills
Statistical analysis
Student Interests
Teacher Attitudes
Teacher Characteristics
Teacher Leadership
Teachers
Teaching
Teaching Methods
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Summary:The current mixed method study examined a Teacher Leadership Program (TLP) to determine to what extent participating teachers had changes in content knowledge (CK), practices, leadership skills, and leadership knowledge. The purpose was to determine if this program could be utilized to suggest a sustainable model for improving science education by utilizing teacher leaders to influence changes in their classrooms and at the school level. Participants included 65 K-8 participating teachers and 70 K-8 comparison teachers. Surveys, CK assessments, lessons, observations, and artifacts were analyzed using a-priori coding and descriptive statistics. Participating teachers had statistically significant gains over comparison groups in CK, practices, and teacher leadership skills and knowledge. The findings from this study contribute to the understanding of professional development (PD) for teacher leadership and the under-examined field of teacher leadership literature.
ISSN:1094-3277