Please note: this collection is no longer updated. Visit our Theses and Dissertations Collection in VERSO for all U of I ETD since 2012.
ETD RECORD
The role of school leaders in teacher-peer social relationships :a critical collective case study
Citation
Gray, Nancy L.. (2009). The role of school leaders in teacher-peer social relationships :a critical collective case study. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_33.html
- Title:
- The role of school leaders in teacher-peer social relationships :a critical collective case study
- Author:
- Gray, Nancy L.
- Date:
- 2009
- Keywords:
- School administrators--Professional ethics--Case studies Teachers--Professional ethics--Case studies
- Program:
- Education
- Abstract:
- This exploratory study provides insight into how school leaders can establish an ethical and supportive school culture. In this critical collective case study, the researcher examined the role of school leaders in the formation of teacher-peer social relationships and how those relationships affect school culture, The research questions were: (1) How do school leaders affect teacher-peer social relationships in the school culture? (2) What social qualities do school leaders value or find detrimental among teacher-peers? (3) How do educators perceive their role in the formation of peer-social relationships within school culture? (4) What is the impact of teacher-peer social relationships on school culture?;The participants included three teachers and three administrators. They ranged in age from 38-62 years (Mean=36.75 years). Overall experience as educators ranged from six years to 32 years of experience (Mean=14.41 years). All administrators and one teacher, who had previously served as an administrator, included insight on both teaching and administrative experience years. Administrator experience ranged from two years to 14 years (Mean=6.6 years). Teaching experience ranged from six years to 29 years (Mean=7.75 years).;Participants were asked to describe their teaching and leadership experience within the context of school culture. They were also asked to describe both positive and negative experiences as well as their experiences with hidden leaders or unofficial leaders within the schools, referenced in the literature as informal leaders. Participants discussed the necessity of understanding school cultures and how best to address the social and emotional needs of stakeholders.;The study found school leaders had a key role in creating school culture. Elements of school culture that created affirming school cultures with collegial teacher-peer social relationships, and elements of school culture detrimental to teacher-peer social relationships were identified. The study concludes with recommendations for ways school leaders can help establish caring, collegial, inclusive school cultures.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, May 7, 2009.
- Major Professor:
- Mary E. Gardiner.
- Defense Date:
- May 7, 2009.
- Type:
- Text
- Format Original:
- xii, 172 leaves ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/