{"id":{"repo_id":"baylor","oai_identifier":"oai:baylor-ir.tdl.org:2104/14081"},"canonical_url":"https://search.dev.ndltd.org/etd/baylor/oai:baylor-ir.tdl.org:2104/14081","repository":{"repo_id":"baylor","name":"Baylor University","base_url":"https://baylor-ir.tdl.org/server/oai/request"},"display":{"title":"Leading for change : teacher leaders changing the instructional landscape.","abstract":"This study's purpose was to identify the critical role of teacher leaders in providing instructional support in small, rural school districts to evaluate how teacher leaders conducting action coaching impacts instructional practices, teacher support, and leadership opportunities, ultimately fostering teachers by design. This mixed-methods studied was conducted in two phases. Phase I quantitatively assessed user perceptions of the Texas Education Agency (TEA) Teacher Leadership Grant program through statewide surveys. Phase II qualitatively explored the program's implementation and impact on instructional practices through semi-structured interviews and walkthroughs with two administrators, four teacher leaders, and eight teachers. The findings emphasize that teacher-led action coaching provides an effective model for job-embedded, individualized professional development, reducing teacher isolation, enhancing collective teacher efficacy, and significantly contributing to teacher retention and improved instructional practices, particularly in resource-constrained educational settings.","abstract_html":"This study's purpose was to identify the critical role of teacher leaders in providing instructional support in small, rural school districts to evaluate how teacher leaders conducting action coaching impacts instructional practices, teacher support, and leadership opportunities, ultimately fostering teachers by design. This mixed-methods studied was conducted in two phases. Phase I quantitatively assessed user perceptions of the Texas Education Agency (TEA) Teacher Leadership Grant program through statewide surveys. Phase II qualitatively explored the program's implementation and impact on instructional practices through semi-structured interviews and walkthroughs with two administrators, four teacher leaders, and eight teachers. 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