HIDDEN GEMS: A QUANTITATIVE STUDY OF PERCEPTIONS OF

TEACHER LEADERSHIP

by

Cherie L. Crosby

Karla Gable, EdD, Faculty Mentor and Chair

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Sherman Luxenberg, PhD, Committee Member

Therese Kanai, PhD, Committee Member

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Amy Smith, PhD, Dean, School of Education
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A Dissertation Presented in Partial Fulfillment

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Of the Requirements for the Degree

Doctor of Philosophy

Capella University

October 2016




ProQuest Number: 10243777




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 © Cherie Crosby, 2016

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 Abstract

Teacher leadership within preschool settings as well as K-3 settings is still emerging and

further support of the development of teacher leadership needs to be explored.

The purpose of this study was to determine the difference in perceptions of the seven

dimensions of teacher leadership between preschool and K-3 teachers. The study

consisted of a random sampling of 248 preschool and K-3 teachers within childcare

centers and elementary schools. Data collection methods including administering,

collecting, and analyzing the Teacher Leadership School Survey (TLSS) to determine if

differences existed between preschool and K-3 teachers. A t-test was used to compare the

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differences between the seven dimensions of teacher leadership as well as 49 survey
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items. The analysis of the survey results determined there was a difference in the

autonomy sub-section of the TLSS as well as individual survey items within the
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following sub-sections: developmental focus, collegiality, and positive environment. The

major implications of this study are that there needs to be continued research conducted
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on the level of teacher leadership at the preschool level as compared to their K-3

counterparts and how center directors and principals foster the development of teacher

leadership within their schools.

 Dedication

I dedicate this dissertation to my mother, Christener W. Crosby and the countless

teachers I have come into contact over my 21-year career. My mother’s love was the

catalyst in my decision to become an educator as well as the spirit of the teachers I have

worked with in the past. They met fueled my passion for my work and interest in

cultivating teacher leaders in the field of early childhood education.

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 Acknowledgments

Dedication, grit, and perseverance are essential to a person’s ability to complete

their PhD. I would like to acknowledge the following people who assisted me during the

doctoral journey. First, I would like to thank both of my parents, John and Christiner

Crosby. They laid the strong foundation for me to be able to persevere through this very

challenging process. Next, I acknowledge my dissertation committee members, Dr. Karla

Gable (mentor), Dr. Sherman Luxenberg, and Dr. Therese Kanai for their continued

support for me during the process and Dr. Gable for keen ability to keep me motivated

and on target.

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To my “mothers in the office”, Nadine Charlap, Anne Knop, Dr. Madeline
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Seltzer, who not only provided me with support but also continually served as

soundboards when I became frustrated with the process. Special thanks with Dr. Seltzer
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who assisted me with editing my dissertation. I would like to thank my boyfriend, Matt

Weeks, for his support throughout the dissertation process. I also would like to thank the
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countless family members, friends, and colleagues who gave me many words of

encouragement. Special thanks to Tanya Lawrence and Cynthia Samuels, who are

longtime friends who have supported me from the start.

I acknowledge the countless preschool and K-3 teachers who took time out of

their busy schedules to complete the survey as well as the childcare centers and

elementary schools who allowed me to administer the surveys within their programs. I

appreciate the dedication of preschool and K-3 teachers in their pursuit to providing their

students with the best education possible.

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 Table of Contents

Acknowledgments iv

List of Tables viii

List of Figures x

CHAPTER 1. INTRODUCTION

Introduction to the Problem (Hit Tab to add page numbers) 1

Background, Context, and Theoretical Framework 3

Statement of the Problem 6

Purpose of the Study 8

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Research Questions 9
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Rationale, Relevance, and Significance of the Study 11

Nature of the Study 12

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Definition of Terms 13

Assumptions, Limitations, and Delimitations 15

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Organization of the Remainder of the Study 16

CHAPTER 2. LITERATURE REVIEW

Introduction to the Literature Review 18

Theoretical Framework 19

Review of Research Literature and Methodological Literature 23

Chapter 2 Summary 40

CHAPTER 3. METHODOLOGY

Introduction to Chapter 3 42

Research Design 46

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 Target Population, Sampling Method, and Related Procedures 47

Instrumentation 50

Data Collection 52

Field Test 53

Pilot Test 53

Operationalization of Variables 53

Data Analysis Procedures 54

Limitations of the Research Design 54

Internal Validity 55

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External Validity 55

Expected Findings
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Ethical Issues 56
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Chapter 3 Summary 56

CHAPTER 4. DATA ANALYSIS AND RESULTS

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Introduction 57

Description of the Sample 57

Summary of the Results 59

Detailed Analysis 60

Chapter 4 Summary 82

CHAPTER 5. CONCLUSIONS AND DISCUSSION

Introduction 84

Summary of the Results 87

Discussion of the Results 88

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 Discussion of the Results in Relation to the Literature 96

Limitations 98

Implication of the Results for Practice 98

Recommendations for Further Research 99

Conclusion 100

REFERENCES 102

APPENDIX A. Statement of Original Work 115

APPENDIX B. Informed Consent Form 117

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 List of Tables

Table 1. Demographic Information on Participants 58

Table 2. Results of TLSS Responses 59

Table 3. Descriptive Statistics for Developmental Focus Subscale 62

Table 4. Paired Samples Test for Developmental Focus Subscale 63

Table 5. Descriptive Statistics for Items 1 through 7 63

Table 6. Paired Samples for Items 1 through 7 64

Table 7. Descriptive Statistics for Recognition Subscale 65

Table 8. Paired Samples Test for Recognition Subscale 66

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Table 9. Descriptive Statistics for Items 8 through 14 66
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Table 10. Paired Samples Test for Items 8 through 14 67

Table 11. Descriptive Statistics for Autonomy Subscale 68

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Table 12. Paired Sample Test for Autonomy Subscale 68

Table 13. Descriptive Statistics for Items 15 through 21 69

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Table 14. Paired Samples Test for Items 15 through 21 70

Table 15. Descriptive Statistics for Collegiality Subscale 71

Table 16. Paired Samples Test for Collegiality Subscale 72

Table 17. Descriptive Statistics for Items 22 through 28 72

Table 18. Paired Samples Test for Items 22 through 28 73

Table 19. Descriptive Statistics for Participation Subscale 74

Table 20. Paired Samples Test for Participation Subscale 74

Table 21. Descriptive Statistics for Items 29 through 35 75

Table 22. Paired Samples Test for Items 29 through 35 76

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Table 23. Descriptive Statistics for Open Communication Subscale 77

Table 24. Paired Samples Test for Open Communication Subscale 77

Table 25. Descriptive Statistics for Items 36 through 42 78

Table 26. Paired Samples Test for Items 36 through 42 78

Table 27. Descriptive Statistics for Positive Environment Subscale 80

Table 28. Paired Sample Test for Positive Environment Subscale 80

Table 29. Descriptive Statistics for Items 43 through 49 81

Table 30. Paired Samples Test for Items 43 through 49 82

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 List of Figures

Figure 1. Teacher Leadership School Survey (TLSS) Results 60

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 CHAPTER 1. INTRODUCTION

Introduction to the Problem

Teachers who see themselves as leaders inside and outside of the classroom fulfill

a critical role in the classroom: the teacher leader. Teacher leaders are teachers who take

on additional roles outside of classroom duties to improve student learning. They influence

decisions that will affect classroom practices and work to make a positive change in their

school climate (Birky, Sheldon, & Headley, 2006; Bond, 2011, Collay, 2006; Danielson,

2006; Vetter, 2012). Teacher leaders’ impact on their educational settings happens

through the development of informal and formal teacher leadership traits. Informally,

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teacher leaders participate in teacher leadership through their implementation of classroom
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duties and their participation in decision-making groups in and out of their school

community (Angelle, 2007; Armstrong, Kinney, & Clayton 2009; Birky, Sheldon, &
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Headley, 2006). The development of teacher leadership traits is both encouraged and

discouraged in educational settings.

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Superintendents, principals, or directors of a school support the development of

teacher leaders through establishing opportunities for collaboration within a school climate

(Akert & Martin, 2012; Angelle & DeHart, 2011; Kennedy, Deuel, Nelson, & Slavit,

2012). Also, they provide teachers with opportunities for shared decision-making (Akert &

Martin, 2012). The educational settings in which teachers’ work do provide the time for

collaboration and the resources for teacher leadership. Then administrative support in

these settings serves as a barrier to the development of teacher leaders (Akert & Martin,

2012; Angelle & DeHart, 2011; Angelle; 2007, Birky, Sheldon, & Headley, 2006).

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 This study was conducted to determine the differences in perception of the seven

dimensions of teacher leadership between preschool and K-3 teachers within their

respective schools. The study expands the broad understanding of the P-12 educational

system regarding what types of teacher leadership opportunities exist between preschool

and K-3 teachers. The study used the Teacher Leadership School Survey (TLSS) to look

at the differences in all areas of the survey. The areas include developmental focus,

recognition, autonomy, collegiality, participation, open communication, and positive

environment. Katzenmeyer and Moller (2009) defined these areas as dimensions of

teacher leadership, and the teacher leadership school survey was created to help schools

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determine how they support opportunities for teacher leadership (p. 98).
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The road for teacher leaders in early childhood settings (birth through 5 years),

including childcare centers, family childcare, and Head Start programs, is uncertain.
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This uncertainty is caused by inadequate infrastructures of early childhood settings

and a lack of opportunities for professional growth. There is a focus on the decision-
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making primarily occurring by the director of the program (Abel, Mauzy, Thornburg,

& Heger, 2008; Bruno, 2012, Bush, 2013). Within early childhood settings, teachers

face unclear leadership roles and opportunities, lack of clear paths to professional

leadership growth, and negative views regarding leadership (Abel, Mauzy,

Thornburg, & Heger, 2008).

This study will add to the body of knowledge by examining studying differences

in perceptions of the seven dimensions of teacher leadership between preschool teachers

and K-3 teachers within their respective schools. Koh (2008) conducted a study of

leadership and management skills of preservice teachers; the research suggested that

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further research could be expanded to include preschool and university teachers. This

study extends this suggestion a step further by conducting research within practicing

preschool teachers and K-3 teachers.

Background, Context, and Theoretical Framework

Prior to the 21st century, little research was available on teacher leadership in

the early childhood sector outside of kindergarten to third-grade settings (Abel,

Mauzy, Thornburg, & Heger, 2008). Within preschool settings, there are three

distinct leadership structures: hierarchy or top down; flat or decisions made in teams;

or hybrid-decisions made with all members of the school community (Bruno, 2012).

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Early childhood studies on leadership primarily have been from the perspective of the
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center director or executive of the program. Within a study conducted by Rutherford

(2005), the impact of leadership restructuring on teacher leadership within a school

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was examined. Although the study provided the educational community with an

understanding of how reform affects teacher leadership, the author recommended

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additional research on what structural elements benefit teacher leadership.

The theoretical foundations of the study are the theories of distributed and

transformational leadership at the teacher level within school settings. Distributed

leadership in its relationship to teacher leadership involves school climates that include

opportunities for teacher leadership. Within a school setting, the practice of distributed

leadership helps school climates create an environment in which collaborative

relationships exist. Teachers from all levels of the organization are encouraged to

participate in leadership opportunities (Hammersley-Fletcher & Strain, 2011;

Lambert,1998; Thornburg & Mungai, 2011; Thornton, 2011). Distributed leadership

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supports the research problem in that the study looks at how teachers from different

settings participate in leadership opportunities within their schools (Leithwood, et al.,

2007; Rubenstein, Miles, & Bassi, 2009).

Transformational leadership supports the development of teacher leadership by

inspiring teachers to engage in opportunities for learning and growth as leaders in their

schools. School climates that utilize transformational leadership provides a way for

teachers to become change makers in the lives of students. The research questions

support distributed and transformational leadership in that they assess the opportunities

classroom teachers have for teacher leadership (Pounder, 2006; Sagnak, 2010; Singh,

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2011).
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The theoretical implications for the study included providing the field of

education with a better understanding of school climate opportunities for teacher

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leadership in educational systems and grade level configurations. Although teacher

leadership exists in K-3 settings, there has been a lack of research on teacher leaders in
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the birth to five settings (Abel, Mauzy, Thornburg, & Heger, 2008). Research in early

childhood leadership primarily focuses on the director or principal of the program

(Bruno, 2012). Also, research within childcare programs has focused on directors (Dana

& Yendol-Hoppey, 2005). This study will provide preschool settings with a better

understanding of how they use teacher leadership in their programs, including increasing

opportunities for distributed leadership. The use of distributed leadership in a preschool

setting would decrease incidents of hierarchical systems in which there has been a focus

on one person’s leading a group (Bruno, 2012; Busch, 2013).

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 This study will benefit K-3 settings by providing schools with an expanded look

at teacher leadership across educational systems, including early childhood childcare and

elementary level programs. The study could reinforce the importance of having

leadership participation across all levels (Harris, Leithwood, Sammons, & Hopkins,

2007; Hulpia & Devos, 2010; Lanigan, Peterson, Jewell, 2006; Ngang, Abudulla, & Mey,

2010). School cultures in which teacher leadership is prominent have an increase in

positive student learning and an increase in collaborative relationships among members

of the school community. They can retain teachers and provide them with an increase in

career enhancement opportunities (Bradley-Levine, 2011; Danielson, 2006; Donaldson,

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2006; Katzenmeyer & Moller, 2009; Ludlow, 2011).
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This study created an educational environment that supports the development of

teacher leadership particularly preschool teachers, not by default but by training and
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support (Maxwell, Ricks-Doneen, Klocko, & Sturges, 2011). Within the study, there are

differences in the perceptions of the seven dimensions of leadership between preschool

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teachers and their K-3 counterparts. The differences reflect the work of Abel, Mauzy,

Thornburg, & Heger (2008) and Bush (2013) on barriers to teacher leadership within the

early childhood community.

Within the literature, leadership within the preschool population can have leader

and follower focus where the director of the program is leader and classroom teachers are

the followers. This model reflects a top-down model and does not always provide

preschool teachers opportunities for teacher leadership. Also, Woodrow and Bush (2008)

reported that leaders in early childhood programs sometimes use a business model that

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advocates leadership as management and administration and does not always include

opportunities for teacher leadership.

The Pennsylvania Key, a Quality Initiative organization in state of Pennsylvania

which provides professional development to support the development of leadership for

directors of childcare programs (Pennsylvania Key, 2010). The professional development

provided includes the opportunity for directors to obtain their Director’s Credential

(Pennsylvania Key, 2010). For preschool teachers, there is a lack of opportunities to

participate in leadership professional development activities (Armstrong, Kinney, &

Clayton, 2009; Bloom & Bella, 2005). Also, directors and principals of early childhood

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settings in Pennsylvania can attend the Early Childhood Executive Leadership Institute
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(ECEL). The “Pennsylvania Director’s Credential is designed to provide a standard by

which to measure program and fiscal management and leadership abilities of early
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childhood and school-age directors and administrators” (Pennsylvania Key, 2010, p.1).

This study expands the research to include an examination of the perceptions of teacher
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leadership in preschool and K-3 teachers’ settings and may expose the need for

potentially increasing professional training in leadership to address the gaps between

these two groups.

Statement of the Problem

There is a gap in the literature regarding to what extent preschool and K-3

teachers differ in their perceptions of school climate and how school climates support

opportunities for teacher leadership. This study will fill a gap in the literature about the

differences in the perceptions of the seven dimensions of teacher leadership between

preschool and K-3 teachers within their respective schools. Currently, there is research

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on leadership in K-12 settings (Abel, Mauzy, Thornburg, & Heger, 2008; Aliakbari &

Sadeghi, 2014) and at the preschool administration level (Bush, 2013; Bruno, 2012).

Preschool administration studies have focused on how directors lead their early

childhood programs. Some leadership at the early childhood leadership level engage in

reactionary decisions and can be the result of punitive measures (Deakins, 2007). An

example of a reactionary decision would be a director who requires all preschool teachers

in the program to be re-trained on proper diapering procedures after receiving a licensing

citation. The literature on teacher leadership for K-12 teachers differs from their

preschool counterparts.

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Within the K-12 system, studies have been conducted on shared leadership
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(Lindahl, 2008; Angelle & DeHart, 2011), distributed leadership (Hammersley-Fletcher

& Strain, 2011; Hulpia & Devos, 2010; Salfi, 2010; Vlanchadi & Ferla, 2013), and
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barriers to teacher leadership (Angelle & DeHart, 2011; Collay, 2006). Shared leadership

and distributed leadership studies have focused on the existence of formal and informal
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teacher leadership roles and their impact on student learning, and the relationships that

exist between principals and teachers. Studies on the barriers to teacher leadership have

focused on the lack of resources to support teacher leadership, the imbalance of power in

schools, and the lack of leadership preparation for teachers (Angelle & DeHart, 2011,

Bradley-Levine, 2011; Aliakbari & Sadeghi, 2014). During the study, the TLSS was used

to answer the research questions to determine whether differences exist in the perceptions

of the seven dimensions of teacher leadership between preschool and K-3 teachers within

their respective schools.

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 Purpose of the Study

The purpose of the study was to determine preschool and K-3 teachers’

perceptions of the seven dimensions of teacher leadership within their schools.

Traditionally, within the literature, leadership in preschool settings has focused on the

director being the leader and the teachers being the followers (Bush, 2013). This

leadership model lends its self to a top-down model, where decisions come from the

director level. Also, the leadership model does not give practitioners, preschool and K-3

teachers, access to teacher leadership opportunities within their school settings. Teacher

leaders not only teach students but are critical to improving schools. A significant

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change in schools cannot exist in a structure that creates a divide between administrators

and teachers (Katzenmeyer & Moller, 2009).

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When a school’s climate does not support the development of teacher leadership,
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teachers become disengaged from the educational process. Teachers are then not willing

to participate in the change to improve the school environment (Bradley-Levine, 2011;

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Danielson, 2006; Zepeda, Mayers, & Benson, 2003). Lack of recognition of teacher

leadership occurs when teachers do not think administration supports them as leaders in

and outside of their classroom (Birky, Sheldon, & Headley, 2006; Buckner &

McDowelle, 2000; Collay, 2011). Teacher leaders need to perceive that their school

climates support the development of opportunities for teacher leadership. Teacher

leaders thrive in settings in which collective teacher efficacy or the perception that that

teacher’s effort will positively affect students (Schunk, 2012, p. 155).

For schools to understand teacher leadership, they must assess how well their

school supports teacher leadership, and this often begins with understanding teachers’

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perceptions of teacher leadership. There is little research on how preschool teachers’

perceptions compare to their K-3 counterparts, and little exists on preschool teachers

alone. Also, research conducted on perception on kindergarten readiness between

preschool and Kindergarten teachers differ in their perceptions and this may continue to

be in their perceptions of teacher leadership (Bressler, 2011; Kane, 2014; Pistulka, 2004).

The goal of the study was to expand the current research on teacher’s perceptions of the

seven dimensions of teacher leadership to include preschool teachers as well as to

compare their perception to their K-3 counterparts.

Research Questions

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The following research questions guide this study:

Primary Research Question

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R1: What are the differences in the perceptions of the seven dimensions of teacher
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leadership between preschool teachers and K-3 teachers in a local Pennsylvania school

district?
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Ha1: There are differences in the perceptions of teacher leadership between

preschool and K-3 teachers within their respective schools.

Ha0: There are no significant differences in the perceptions of teacher leadership

between preschool and K-3 teachers within their respective schools.

Research Subquestions

R1: What are the differences in the perceptions of developmental focus between

preschool and K-3 teachers within their respective schools?

Ha1: Hypothesis: There are differences in the perceptions of developmental focus

between preschool and K-3 teachers within their respective schools.

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 Ha0: There are no significant differences in the perceptions of developmental

focus between preschool and K-3 teachers within their respective schools.

R2: What are the differences in the perceptions of recognition between preschool

and K-3 teachers within their respective schools?

Ha2: There are differences in the perceptions of recognition between preschool

and K-3 teachers within their respective schools.

Ha0: There are no significant differences in the perceptions of recognition

between preschool and K-3 teachers within their respective schools.

R3: What are the differences in the perceptions of autonomy between preschool

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and K-3 teachers within their respective schools?
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Ha3: There are differences in the perceptions of autonomy between preschool and

K-3 teachers within their respective schools.

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Ha0: There are no significant differences in the perceptions of autonomy between

preschool and K-3 teachers within their respective schools.

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R4: What are the differences in the perceptions of collegiality between preschool

and K-3 teachers within their respective schools?

Ha4: There are differences in the perceptions of collegiality between preschool

and K-3 teachers within their respective schools.

Ha0: There are no significant differences in the perceptions of collegiality

between preschool and K-3 teachers within their respective schools.

R5: What are the differences in the perceptions of participation in teacher

leadership activities between preschool and K-3 teachers within their respective schools?

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 Ha5: There are differences in the perceptions of participation in teacher leadership

between preschool and K-3 teachers within their respective schools.

Ha0: There are no significant differences in the perceptions of participation in

teacher leadership between preschool and K-3 teachers within their respective schools.

R6: What are the differences in the perceptions of opportunities for open

communication between preschool and K-3 teachers within their respective schools?

Ha6: There are differences in the perceptions of opportunities for open

communication between preschool and K-3 teachers within their respective schools.

Ha0: There are no significant differences in the perceptions of opportunities for

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open communication between preschool and K-3 teachers within their respective schools.
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R7: What are the differences in the perceptions of the development of a positive

school environment between preschool and K-3 teachers within their respective schools?
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Ha7: There are differences in the perceptions of the development of a positive

school environment between preschool and K-3 teachers within their respective schools.
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Ha0: There are no significant differences in the perceptions of the development of

a positive school environment between preschool and K-3 teachers within their respective

schools.

Rationale, Relevance, and Significance

The currrent study is to expand the current research on teacher leadership in K-3

settings by including early childhood teachers who work in preschool settings (Angelle,

2011; Grarock & Morrissey, 2013; Katzenmeyer & Moller, 2009; Krieg, Smith, & Davis,

2014; Salfi, 2010). It will fill the gap in research regarding preschool and K-3 teachers’

perceptions of the seven dimensions of teacher leadership within their schools by

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comparing the two groups of practitioners to each other. This study is supported by a

research paper on “Developing and Supporting Early Childhood Teacher Leaders,”

which proposes that the research is broadened to include preschool teachers as compared

to their K-12 counterparts and to include teachers at all levels (Maxfield, Rick-Doneen,

Klocko, and Sturges, 2011). The potential value of the findings will help practitioners and

scholars within the P-12 studies to have a better understanding of the importance of

teacher leadership within preschool and K-3 settings.

This study will help practitioners understand how teacher leadership impacts

learners within the P-12 system as well as increase practitioners’ participation in teacher

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leadership, particularly preschool teachers. Preschool teachers within the study lay the
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foundation for future student learning including improving language, literacy, and

mathematic skills with students, decreasing grade retention, and increasing the likelihood
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of student graduating (Taylor, Goeke, Klein, Onore, & Geist, 2011; Yoshikawa, et al.,

2013).
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Nature of the Study

This study used a descriptive approach, utilizing a survey design to determine the

differences in perceptions of the seven dimensions of teacher leadership between

preschool teachers and K-3 teachers. In this way, the study will answer whether

differences in perceptions between preschool and K-3 teachers exist. A supportive school

climate that supports teacher leadership is one that “reflects the interrelationship of

shared assumptions, beliefs, and behaviors that are acquired over time by members of the

school” (Lick, Clauset, & Murphy, 2013, p. 15). The survey used in the study assessed

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