New teachers' perceptions of teacher leaders: trust in the educational setting

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dc.contributor.advisorCharron, Nancy
dc.contributor.authorDavignon, Michelle Marie
dc.contributor.committeeMemberLindley-Soucy, Mary-Kim
dc.contributor.committeeMemberRancourt, Maryellen
dc.date.accessioned2015-12-10T16:30:43Z
dc.date.available2015-12-10T16:30:43Z
dc.date.copyright2016
dc.date.issued2016
dc.description.abstractIn the era of increased accountability in education, there has been a specific movement by school systems to increase the professional development opportunities for new teachers in an attempt to support and retain them. Schools have put a strong focus on the use of teacher leaders as a method to support the needs of new teachers. Understanding the relationship between the use of formal teacher leaders and new teacher development will assist schools in meeting higher standards. This study considered the role of trust in the relationship between new teachers and their teacher leaders. Specifically, this study aimed to explore how the role of trust affected the perceptions new teachers hold for their teacher leaders. Using a qualitative case study design, the researcher gathered and analyzed data from the Omnibus T-Scale Survey (Hoy & Tschannen-Moran, 2003), the Teacher Leadership School Survey (Katzenmeyer & Katzenmeyer, 2005), along with interviews and focus groups to eight new teachers in two Pre-K-8 schools. The researcher identified those characteristics that new teachers found most beneficial in their teacher leaders and how the presence or absence of trust affected their perceptions. Study findings support the proposition that trust has an effect on the relationships new teachers build with their teacher leaders, the support new teachers seek from their teacher leaders, as well as the benefit of teacher leadership roles for new teacher development. The researcher begins to advance a theoretical framework that describes the need to improve the methods in which teacher leadership programs influence new teacher professional development within schools.(Author abstract)en_US
dc.description.bibliographicCitationDavignon, M. M. (2016). New teachers' perceptions of teacher leaders: trust in the educational setting. Retrieved from http://academicarchive.snhu.eduen_US
dc.description.programEducational Leadershipen_US
dc.description.schoolSchool of Educationen_US
dc.digSpecsPDF/A-1ben_US
dc.format.extent3650174 bytesen_US
dc.format.mediaTypeapplication/pdfen_US
dc.identifier.urihttps://hdl.handle.net/10474/2634
dc.language.isoen_USen_US
dc.publisherSouthern New Hampshire University
dc.relation.requiresAdobe Acrobat Readeren_US
dc.rightsAuthor retains all ownership rights. Further reproduction in violation of copyright is prohibiteden_US
dc.rightsHolderDavignon, Michelle Marie
dc.subject.lcshSouthern New Hampshire University -- Theses (Education)en_US
dc.subject.otheracademic coachesen_US
dc.subject.othermentorsen_US
dc.subject.othernew teachersen_US
dc.subject.othernew teacher job satisfactionen_US
dc.subject.othernew teacher retentionen_US
dc.subject.othertrusten_US
dc.titleNew teachers' perceptions of teacher leaders: trust in the educational settingen_US
dc.typeDissertationen_US

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