Date of Award
5-2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School
College of Education and Human Services
Department/Program
Teacher Education and Teacher Development
Thesis Sponsor/Dissertation Chair/Project Chair
Monica Taylor
Committee Member
Emily Klein
Committee Member
Jeremy Price
Abstract
This dissertation presents findings from a qualitative case study of two K-12 science teacher leader fellows involved in a corporate grant funded professional development program. I specifically examined how teacher leaders used social capital as they facilitated professional development in their schools. I explored the following question: How do teacher leadership activities facilitated by novice teacher leaders who participate in a grant funded teacher leadership professional development program rely on social capital to enact change? The following main themes emerged in the data: (a) intentionality plays a critical role in teacher leadership; (b) teacher leadership activities require an introspective lens; and (c) teacher leaders need to navigate the activity pathway to enact change. The findings highlighted the fluidity and multiplicity of teacher leadership activities and drew on activity theory through a social capital perspective to examine and understand the interconnected nature of relationships among community members (teacher leaders, teachers, administrators, and university faculty) within a teacher leadership activity pathway.
File Format
Recommended Citation
Trabona, Kristen, "The Social Capital in Teacher Leadership Activities" (2020). Theses, Dissertations and Culminating Projects. 540.
https://digitalcommons.montclair.edu/etd/540