As Education evolves, the roles within traditional teaching and learning also evolve. School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to take on these roles, how does this change in position change the work of the educator and the ideas about transitioning from one position to another within the field of education. This phenomenographic study captures the transition from classroom teacher to instructional coach, as is understood by those who are and have experienced the movement. This research examined the experiences of teachers as they moved into teacher-leadership roles and the support they felt they were given, or not, in that transition and what ideas they had about the nature of their new work. Data analysis explored the themes of support from teachers and administrators, learning- both formal and informally, credibility for coaches and teachers, desire to begin he work or to ramen in the work, and understanding of the instructional coaching position ovarial by teachers, teacher-leaders, and administration.
","abstract_html":"<p>As Education evolves, the roles within traditional teaching and learning also evolve. School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to take on these roles, how does this change in position change the work of the educator and the ideas about transitioning from one position to another within the field of education. This phenomenographic study captures the transition from classroom teacher to instructional coach, as is understood by those who are and have experienced the movement. This research examined the experiences of teachers as they moved into teacher-leadership roles and the support they felt they were given, or not, in that transition and what ideas they had about the nature of their new work. Data analysis explored the themes of support from teachers and administrators, learning- both formal and informally, credibility for coaches and teachers, desire to begin he work or to ramen in the work, and understanding of the instructional coaching position ovarial by teachers, teacher-leaders, and administration. </p>","abstract_has_math":false,"creators":["Santi, Jennifer"],"institution":null,"degree_name":"Doctor of Education in Teacher Leadership (Ed.D)","degree_level":"Dissertation","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Iván M. Jorrín Abellán","Dr. Arvin Johnson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-12-08T08:00:00Z","date_published":"2020-12-08T08:00:00Z","updated_at":"2026-07-24T02:43:42Z","subjects":["Phenomenography","Teacher Leadership","Instructional Coaching","CoachingLeadership","Adult Learning","Educational Leadership","Other Teacher Education and Professional Development","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/teachleaddoc_etd/44","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Iván M. 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School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to take on these roles, how does this change in position change the work of the educator and the ideas about transitioning from one position to another within the field of education. This phenomenographic study captures the transition from classroom teacher to instructional coach, as is understood by those who are and have experienced the movement. This research examined the experiences of teachers as they moved into teacher-leadership roles and the support they felt they were given, or not, in that transition and what ideas they had about the nature of their new work. Data analysis explored the themes of support from teachers and administrators, learning- both formal and informally, credibility for coaches and teachers, desire to begin he work or to ramen in the work, and understanding of the instructional coaching position ovarial by teachers, teacher-leaders, and administration.
"]},{"key":"dc:title","label":"Title","values":["From Teacher to Teacher-Leader: A Phenomenographic Study of Transition"]}]}],"canonical_facts":{"dc:contributor":["Dr. Iván M. Jorrín Abellán","Dr. Arvin Johnson"],"dc:creator":["Santi, Jennifer"],"dc:date.available":["2020-12-01T08:00:00Z"],"dc:description.abstract":["As Education evolves, the roles within traditional teaching and learning also evolve. School structures change and leadership roles within those structures change as well, creating and recreating the educational experience for students and practitioners alike. As these structures change the nature of education, the roles found within them also transform what it means to be a professional educator. Increases in teacher-leadership positions have led to more instructional coaching roles for teachers and it is necessary to understand how those roles are perceived by those that are now changing the nature of their chosen work. As teachers leave the classroom to take on these roles, how does this change in position change the work of the educator and the ideas about transitioning from one position to another within the field of education. This phenomenographic study captures the transition from classroom teacher to instructional coach, as is understood by those who are and have experienced the movement. This research examined the experiences of teachers as they moved into teacher-leadership roles and the support they felt they were given, or not, in that transition and what ideas they had about the nature of their new work. Data analysis explored the themes of support from teachers and administrators, learning- both formal and informally, credibility for coaches and teachers, desire to begin he work or to ramen in the work, and understanding of the instructional coaching position ovarial by teachers, teacher-leaders, and administration.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/teachleaddoc_etd/44"],"dc:subject":["Phenomenography","Teacher Leadership","Instructional Coaching","CoachingLeadership","Adult Learning","Educational Leadership","Other Teacher Education and Professional Development","Secondary Education and Teaching"],"dc:title":["From Teacher to Teacher-Leader: A Phenomenographic Study of Transition"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Teacher Leadership (Ed.D)"]},"updated_at":"2026-07-24T02:43:42Z"}