Potential Influences of Action Research on the Developing Identities and Practices of Teacher Leaders

Abstract

Potential Influences of Action Research on Teacher Leaders Kjellaug E. Rowe Chair of the Supervisory Committee: Professor Michael S. Knapp Educational Leadership and Policy Studies This qualitative methods research study seeks to better understand how teacher leaders develop their identity and practices through an examination of their efforts undertaking action research in a mentored and supported cohort setting with ongoing, job-embedded support. Specifically, this study seeks to explore how engagement in action research may have helped promote the shift from teacher to teacher leader. As teacher leaders take on action research, their work may also serve to prompt shifts in identity and practice as they develop an inquiry stance as a way to consider and approach their work. This study employs case studies of six teacher leaders who conducted mentored action research, drawing upon their work at various point throughout the process, both while they were conducting their research and after. These case studies illuminated these teacher leaders’ learning and development. As such, this study explored the use of action research as a tool for personal and professional development, and its outcomes for teacher leaders.