Leading for change : teacher leaders changing the instructional landscape.

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.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2025

Author dc:creator

• Tye, Christina D., 1983-

Advisor dc:contributor.advisor

• Eckert, Jonathan.

• Collective leadership.
• Action coaching.
• Peer Coaching.
• Improvement Science.
• Teacher leaders.
• Teachers by design.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/14081

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/14081