The purpose of this study was to evaluate the impact of teacher leadership through instructional coaching. This study was designed to find the appropriate structures that promote teacher leadership with a specific focus on using a distributed leadership model of school leadership that develops and promotes teacher-led instructional coaching. This will enable school leaders to create a shared vision and outline steps to formally add teacher leadership roles in their school organizations. In addition, it will allow for a more streamlined organizational process, leading to a more effective and efficient leadership.
Two school districts outside of Chicago were used to collect data on school leader perceptions of distributed leadership through the use of teacher-led instructional coaching. There was also an examination of how teacher leaders’ understanding of instructional coaching contributes to the growth of teacher practice. The study involved looking at a variety of instructional coaching models that teacher leaders can use, along with what school administrators need to set up a distributed leadership model to promote teacher-led instructional coaching. Policy was formed to assist in the selection of teacher leaders, along with how this selection influences equitable access to leadership opportunities for teachers in school districts.
","abstract_html":"<p>The purpose of this study was to evaluate the impact of teacher leadership through instructional coaching. This study was designed to find the appropriate structures that promote teacher leadership with a specific focus on using a distributed leadership model of school leadership that develops and promotes teacher-led instructional coaching. This will enable school leaders to create a shared vision and outline steps to formally add teacher leadership roles in their school organizations. In addition, it will allow for a more streamlined organizational process, leading to a more effective and efficient leadership.</p> <p>Two school districts outside of Chicago were used to collect data on school leader perceptions of distributed leadership through the use of teacher-led instructional coaching. There was also an examination of how teacher leaders’ understanding of instructional coaching contributes to the growth of teacher practice. The study involved looking at a variety of instructional coaching models that teacher leaders can use, along with what school administrators need to set up a distributed leadership model to promote teacher-led instructional coaching. Policy was formed to assist in the selection of teacher leaders, along with how this selection influences equitable access to leadership opportunities for teachers in school districts. </p>","abstract_has_math":false,"creators":["Farraj, Mohammed"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor","Dr. Renee Gugel","Dr. Angela Elkordy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-09-01T07:00:00Z","date_published":"2022-09-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["teacher leadership","distributed leadership","instructional coaching","centralized eligibility","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/681","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor","Dr. Renee Gugel","Dr. Angela Elkordy"]},{"key":"dc:creator","label":"Author","values":["Farraj, Mohammed"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-08-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher leadership","distributed leadership","instructional coaching","centralized eligibility","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/681"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to evaluate the impact of teacher leadership through instructional coaching. This study was designed to find the appropriate structures that promote teacher leadership with a specific focus on using a distributed leadership model of school leadership that develops and promotes teacher-led instructional coaching. This will enable school leaders to create a shared vision and outline steps to formally add teacher leadership roles in their school organizations. In addition, it will allow for a more streamlined organizational process, leading to a more effective and efficient leadership.
Two school districts outside of Chicago were used to collect data on school leader perceptions of distributed leadership through the use of teacher-led instructional coaching. There was also an examination of how teacher leaders’ understanding of instructional coaching contributes to the growth of teacher practice. The study involved looking at a variety of instructional coaching models that teacher leaders can use, along with what school administrators need to set up a distributed leadership model to promote teacher-led instructional coaching. Policy was formed to assist in the selection of teacher leaders, along with how this selection influences equitable access to leadership opportunities for teachers in school districts.
"]},{"key":"dc:title","label":"Title","values":["THE IMPACT OF FORMAL TEACHER-LED INSTRUCTIONAL COACHING"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor","Dr. Renee Gugel","Dr. Angela Elkordy"],"dc:creator":["Farraj, Mohammed"],"dc:date.available":["2024-08-13T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to evaluate the impact of teacher leadership through instructional coaching. This study was designed to find the appropriate structures that promote teacher leadership with a specific focus on using a distributed leadership model of school leadership that develops and promotes teacher-led instructional coaching. This will enable school leaders to create a shared vision and outline steps to formally add teacher leadership roles in their school organizations. In addition, it will allow for a more streamlined organizational process, leading to a more effective and efficient leadership.
Two school districts outside of Chicago were used to collect data on school leader perceptions of distributed leadership through the use of teacher-led instructional coaching. There was also an examination of how teacher leaders’ understanding of instructional coaching contributes to the growth of teacher practice. The study involved looking at a variety of instructional coaching models that teacher leaders can use, along with what school administrators need to set up a distributed leadership model to promote teacher-led instructional coaching. Policy was formed to assist in the selection of teacher leaders, along with how this selection influences equitable access to leadership opportunities for teachers in school districts.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/681"],"dc:subject":["teacher leadership","distributed leadership","instructional coaching","centralized eligibility","Educational Leadership"],"dc:title":["THE IMPACT OF FORMAL TEACHER-LED INSTRUCTIONAL COACHING"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}