Dissertations and Theses @ UNI

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Dissertation (UNI Access Only)

Abstract

The purpose of this study was to explore the phenomenology of leadership experiences, both as a leader and as one being led, of Iowa elementary public-school educators working within high achieving grade-level teams within consistently and newly high ranking public elementary schools through a case study approach. This study addressed a gap in the current research through a thematic analysis as to the replicability of educator effectiveness and success through the development of leadership experiences and opportunities that support the skills of high-quality educators positively affecting colleagues, and thus student growth and proficiency outcomes across a school or district setting. A purposeful sampling of high achieving elementary public-school educators from grade level teams of newly or consistently high achieving public schools in Iowa completed a series of interviews in addition to a focus group and signpost activity in relation to the following research questions: 1. What feelings and impacts are associated with various leadership structures and leadership styles? 2. What leadership experiences led to a career in public education and what leadership experiences support continued tenure in the field of public education? 3. What are the perceived influential factors of leading and being led that must be considered to further support exceptional educators in today’s public-school classrooms? Findings of the study reveals numerous themes related to each of the research questions and resulted in three overarching themes for consideration in relation to the development and sustained achievement of a leadership platform in a given elementary school setting: iii 1. Intentional Systematic Non-Traditional Leadership Structure and Paradigm Development and Support within Public Elementary Schools 2. Continual Development and Support of Non-Positional Leadership Efforts within the Systematic Leadership Structure and Paradigm Design 3. Enhanced Operationalization of High-Achieving Teacher Recruitment and Retention within Public Elementary Schools Further longitudinal research would enhance the applicability for the multiple roles within the public elementary school setting and implications for the various roles within a leadership platform design and implementation should be considered.

Year of Submission

2024

Degree Name

Doctor of Education

Department

N/A

First Advisor

Matt Townsley

Second Advisor

Lori Norton-Meier

Third Advisor

Timothy Gilson

Date Original

2024

Object Description

1 PDF file (185 leaves)

Language

en

File Format

application/pdf

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