Theses and Dissertations

Advisor

Williams, Frankie

Committee Member

McMullan, LeighAnn

Committee Member

Tharp, Paula

Committee Member

Wilson, Ursula

Date of Degree

12-12-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Education (P-12 School Leadership)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Department of Teacher Education and Leadership

Abstract

The research study investigated how graduates of a teacher leadership preparation program perceived their development as teacher leaders, the factors that supported or hindered their leadership practices, and how their lived experiences aligned with the Teacher Leader Model Standards. The mixed method qualitative research study was designed to examine how teacher leaders make meaning of their growth and enactment of leadership while remaining in classroom roles. Eighteen graduates of a teacher leadership preparation program at a public university in Mississippi completed a survey on their leadership development and current roles. Of those, six participants representing diverse educational backgrounds, experience levels, and formal and informal roles were selected for interviews. The quantitative findings revealed broad agreement that the program improved participants’ confidence and leadership capacity, with most participants taking on formal or informal leadership roles post-graduation. The qualitative interviews revealed six major emergent themes: early catalysts that shaped leadership identity, reflective growth through applied practice, the role of supportive environments, ongoing barriers and misconceptions about teacher leadership, emerging advocacy, and strong alignment with the Teacher Leader Model Standards. Key findings suggest that teacher leadership often emerges informally through trust, service, and collaboration before it is formally recognized. Participants described leadership development as a gradual process influenced by practical application, administrative trust, peer collaboration, and structured reflection. Misunderstandings around the nature of teacher leadership and limited district-level support were common challenges.

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