This study focused on the 28 institutions that are members of the National Council for Accreditation of Teacher Education (NCATE) and offer Master's in Teacher Leadership programs that they describe on their websites. Those programs were researched looking for similarities and differences across programs, specifically researching their Carnegie Foundation Classifications, geographical location, and basic program descriptors. A document-analysis was conducted on a sub-sample of three institutions that provided access to core course syllabi on-line looking for the embedded knowledge, skills, and dispositions within their coursework. These knowledge, skills, and dispositions were then compared to the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium to uncover if the program goals aligned with the standards. Recommendations are made for policy, practice and future research related to the development of teacher leadership.
","abstract_html":"<p>This study focused on the 28 institutions that are members of the National Council for Accreditation of Teacher Education (NCATE) and offer Master's in Teacher Leadership programs that they describe on their websites. Those programs were researched looking for similarities and differences across programs, specifically researching their Carnegie Foundation Classifications, geographical location, and basic program descriptors. A document-analysis was conducted on a sub-sample of three institutions that provided access to core course syllabi on-line looking for the embedded knowledge, skills, and dispositions within their coursework. These knowledge, skills, and dispositions were then compared to the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium to uncover if the program goals aligned with the standards. Recommendations are made for policy, practice and future research related to the development of teacher leadership. </p>","abstract_has_math":false,"creators":["Mainous, Cretia"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:19Z","subjects":["descriptive analysis","teacher leadership","Educational Administration and Supervision"],"languages":[],"rights":["Copyright 2012 Cretia Mainous"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/113","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Mainous, Cretia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["descriptive analysis","teacher leadership","Educational Administration and Supervision"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Cretia Mainous"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/113"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study focused on the 28 institutions that are members of the National Council for Accreditation of Teacher Education (NCATE) and offer Master's in Teacher Leadership programs that they describe on their websites. Those programs were researched looking for similarities and differences across programs, specifically researching their Carnegie Foundation Classifications, geographical location, and basic program descriptors. A document-analysis was conducted on a sub-sample of three institutions that provided access to core course syllabi on-line looking for the embedded knowledge, skills, and dispositions within their coursework. These knowledge, skills, and dispositions were then compared to the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium to uncover if the program goals aligned with the standards. Recommendations are made for policy, practice and future research related to the development of teacher leadership.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["A Descriptive Analysis Of The National Council For Accreditation Of Teacher Education Master's In Teacher Leadership Programs From 1980 - Present"]}]}],"canonical_facts":{"dc:creator":["Mainous, Cretia"],"dc:description.abstract":["This study focused on the 28 institutions that are members of the National Council for Accreditation of Teacher Education (NCATE) and offer Master's in Teacher Leadership programs that they describe on their websites. Those programs were researched looking for similarities and differences across programs, specifically researching their Carnegie Foundation Classifications, geographical location, and basic program descriptors. A document-analysis was conducted on a sub-sample of three institutions that provided access to core course syllabi on-line looking for the embedded knowledge, skills, and dispositions within their coursework. These knowledge, skills, and dispositions were then compared to the Teacher Leader Model Standards developed by the Teacher Leader Exploratory Consortium to uncover if the program goals aligned with the standards. Recommendations are made for policy, practice and future research related to the development of teacher leadership.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/113"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2012 Cretia Mainous"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["descriptive analysis","teacher leadership","Educational Administration and Supervision"],"dc:title":["A Descriptive Analysis Of The National Council For Accreditation Of Teacher Education Master's In Teacher Leadership Programs From 1980 - Present"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:19Z"}