The purpose of this qualitative descriptive study was to explore how teacher leaders describe principal behaviors on their organizational empowerment. The sample was composed of 12 teacher leaders from a school district in Southwest Texas. Volunteers were selected using purposive and snowball sampling. Guided by the path-goal theory of leadership,…

Professional development in policy for K-12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy…

This phenomenological study focused on examining how administrative support leads to successful environments conducive to prominent levels of teacher leadership. The purpose of this study was to research teacher leaders' perspectives on how administrative trust supported their role at elementary schools in an East Texas suburban district. The…

The impact of the pandemic on student learning was significant and widened pre-existing achievement gaps for historically disadvantaged students. To provide insight on the most effective strategies that teachers and leaders can adopt, educators in three partner districts that have invested in improving classroom instruction as their primary lever…

Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey…

This piece highlights the everyday challenges within the classroom and without. Further, it explores the recourse teachers can take to mitigate those challenges. It is an anecdotal piece from the perspective of a teacher, leader, and advocate in education. It serves as a reminder to fellow educators of the reasons we need to be active in our own…

The purpose of this interpretive qualitative study was to explore how sole rural elementary principals use distributed leadership practices to identify and develop teacher leaders to benefit students in Northeast Texas schools. The researcher collected interview data to explore and analyze codes and categories to identify emergent trends or…

Technology has created a disruptive shift in education from teacher-centered classrooms to individualized student-centered learning in which teachers need to utilize leadership skills as students assume the agency to direct their own learning in acquiring 21st century skills. Teacher leadership studies have overlooked classroom teacher leadership.…

The purpose of this research was to determine the retention rates of Agricultural Education graduates from Tarleton State University from the Fall of 2012 to the Spring of 2017. The research model for this study was descriptive/correlative. A survey instrument was used to evaluate the current status of the graduates. Survey items included…

The purpose of this quantitative correlational study was to determine if and to what extent a relationship existed between student-perceived instructor servant leadership and student-perceived institutional climate and student learning in a military institution of higher education. Two research questions guided this study. The first asked if there…

Throughout education history, inequities have evolved in our public schools. History has attested to numerous injustices, such as segregation, unequal funding, undifferentiated teaching of English learners, within our school systems. The rise of a pandemic revealed how layered and problematic these injustices were entrenched in our public school…

Educators in PK-12 schools were surveyed to seek their perceptions of colleagues who they considered informal teacher leaders, defined as leaders who were not appointed to a leadership role by a school or district administrator. The survey asked administrators, educational specialists, and teachers working in PK-12 schools across four states to…

The study investigated the knowledge, skills, and beliefs of RTI among educators' in two ways: whether they work in schools with differing proportions of economically disadvantaged students and whether they are general education teachers, special education teachers, or campus leaders. This study took place in a school district along the southwest…

Teachers, school specialists, and school administrators were asked to complete a qualitative survey on informal teacher leaders, defined as teacher leaders who have not been appointed to a designated leadership role by a school or district administrator. The survey results include respondents' perceptions of personal characteristics, knowledge and…

Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders' contributions to induction by surveying principals, teachers, and other staff (n = 246) and interviewing teacher…