EdD (Doctor of Education)
Date of Award
The purpose of this study was to evaluate the success of the School Leadership Response Team Development Process in helping school personnel move toward shared leadership and to determine if it was an appropriate model for the adoption of shared leadership within Tennessee's public schools. This descriptive study systematically reviewed documents related to the project and used a questionnaire to elicit information from training participants. The population was the 196 school personnel and others from 31 schools across the State of Tennessee who obtained leadership training in 1991 as part of this grant. The follow-up questionnaire was responded to by 124 (63%) of the trainees who represented 28 (90%) of the schools that participated. Six criteria derived from the literature on shared leadership served as guides for the study. According to the literature, shared leadership within schools was indicated by; use of shared decision making, existence of leadership teams, increased self-esteem among teachers and students, increased participation in leadership activities by school personnel, improved communication between involved parties, and better identification of needs. It was evident from the data that shared leadership was being adopted more within the schools that participated. There were indications of expansion of teams, development of new mini-leadership teams, increased self-esteem among some teachers and students, improved communications between all parties, and better needs assessment. The major conclusion was that the School Leadership Response Team Development Process was successful in helping schools move toward shared leadership and that it was an appropriate model to use in Tennessee schools.
Dissertation - unrestricted
Fields, James B., "A Study of the Effectiveness of the School Leadership Response Team Professional Development Process in Helping Tennessee Schools Move Toward Shared Leadership" (1993). Electronic Theses and Dissertations. Paper 2909. https://dc.etsu.edu/etd/2909