UNIVERSITY OF SOUTHERN QUEENSLAND BECOMING A TEACHER LEADER: A GROUNDED THEORY STUDY

This thesis is submitted by Mark Kenneth Dawson B.App. Sc, Grad Dip Teach, M.Ed. For the award of

Doctor of Philosophy 2010

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ABSTRACT

This thesis is the outcome of a doctoral research project that involved

analysis of the development of teacher leadership in a cohort of 21 experienced

teachers who undertook facilitation roles in a school change program known as

IDEAS (Innovative Designs for Enhancing Achievement in Schools).

The aim of the study was twofold; to develop a deep understanding of the

teachers’ growth as leaders and to uncover their personal perspectives on their

growth and development as leaders as a consequence of their 2-4 years engagement

as IDEAS Facilitators. Through the use of a qualitative research approach, and

employment of orthodox grounded theory in particular, the study sought to

illuminate the manner in which the participants resolved their main concern (Glaser,

1978). Consistent with the expressed purpose of grounded theory of generating

substantive theory, the thesis has developed a new construct for consideration in

teachers’ professional development: Becoming a Teacher Leader.

The Becoming a Teacher Leader substantive theory which has been

developed is presented as a Basic Social Psychological Process (Glaser, 1978),

comprising five phases (or sub-core categories). It presumes to deepen the

understanding of the manner in which the 21 teachers, who were experienced but did

not initially think of themselves as leaders, developed recognised leadership skills

and generated active personal constructions of themselves as teacher leaders. In

doing so, the substantive theory that has been developed establishes the

interrelatedness of three core concepts: Learning, Leading and Safety. The theory

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makes explicit the centrality of safety as a necessary ingredient for the development

of teacher leadership.

The core category, or dominant theme, that pervades the experiences of the

21 teacher leaders is presented as Experiencing Learning and Leading in a Safe

Environment. It connects the five sub-core categories that emerged from the data

analysis as resolving the main concern of the participants. The five sub-core

categories are: Sizing Up; Preparing to Commit; Becoming Ready; Experiencing

Learning and Leading and Enhancing Capacities. Each sub-core category is

individually detailed in Chapters 4-8.

The substantive theory that is presented in this thesis asserts that the 21

experienced teachers who comprised the sample were in a state of readiness to

exercise educational leadership when they undertook their IDEAS facilitation work.

They then sought throughout their engagement with IDEAS to Experience Learning

and Leading in a Safe Environment. Additionally, the theory asserts that, when the

teachers were provided with opportunities to participate in extended periods of

learning and leading in safe environments, they were enabled to develop knowledge

and skills typically associated with the construct of teacher leadership. The particular

knowledge and skills base that was developed by the participants was shaped by an

approach to school-based leadership, known as parallel leadership (Crowther,

Kaagan, Ferguson and Hann, 2002, 2009) and incorporated into the IDEAS program.

The substantive theory also maintains that, as a consequence of Experiencing

Learning and Leading in a Safe Environment, the participants were not only able to

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develop the confidence to lead, but also to construct images of themselves as teacher

leaders, thereby becoming teacher leaders in both practice and perception.

This study presumes to contribute to the extant literature in two ways. First,

the study has extended understanding of the concept of safety as an environmental

factor which enhances the development of teacher leadership. Second, it has

provided a career development perspective on teacher leadership. The through the

eyes of the participants approach of the study represents an alternative to the

dominant positivistic, normative paradigm most commonly associated with research

into teacher leadership. Thus, through participant-based exploration of the core

category of Experiencing Leading and Learning in a Safe Environment, the research

enabled the identification of three interrelated concepts - leading, learning and safety,

which are deemed to be essential to the process of teacher leadership development.

The substantive theory that has emerged from this research should prove

useful to the teachers and principals in the many schools which are currently using

the IDEAS program as a model for school revitalisation. More broadly, it should also

be useful to experienced teachers who wish to deepen their understandings of teacher

leadership development. For principals who wish to nurture the development of

teacher leaders, the study makes explicit the nature of their roles in establishing and

maintaining environments which are safe places, in which prospective teacher

leaders can experience learning and leading.

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CERTIFICATION OF DISSERTATION

I certify that the ideas, results, analyses and conclusions reported in this folio are

entirely my own effort, except where otherwise acknowledged. I also certify that the

work is original and has not been previously submitted for any other award, except

where otherwise acknowledged.

__________________________ __________________

Signature of Candidate Date

ENDORSEMENT

__________________________ __________________

Signature of Supervisor Date

__________________________ __________________

Signature of Supervisor Date

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ACKNOWLEDGEMENTS

I would like to thank the many people who have shared this journey with me.

As I sat to write this I realised however, that this journey began even before I

enrolled as a PhD student. My mother instilled in me a love of learning, my father

showed me the importance of persistence and my wonderful brother taught me about

friendship and love. I needed all of these to get to the starting point of this journey.

During the journey I have been supported and encouraged by three people for

whom I have the greatest love and admiration. To my wife Ann and my sons, Billy

and Lawrey; thank you for your encouragement and support.

To my colleagues at the Leadership Research Institute (Allan, Joan, Marian,

Lindy, Shauna and Shirley) thanks for the inspiration, the challenges and friendship.

Thanks also to Marlene Barron, Christine Basset and Peter McIlveen for their

patience and assistance.

To the participants in this study, who gave feely of their time and shared their

journeys with me; thank you, for without your generosity this study would not have

been possible.

Finally, I would like to express my sincere gratitude to my supervisors:

Associate Professor Dorothy Andrews and Emeritus Professor Frank Crowther.

Thanks for encouraging me and giving me opportunities to learn and grow. Thanks

for your patience, continual support, guidance and inspiration during this process.

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TABLE OF CONTENTS

ABSTRACT ................................................................................................................................. iii

CERTIFICATION OF DISSERTATION ........................................................................................... vi

ACKNOWLEDGEMENTS ........................................................................................................... vii

APPENDICES ............................................................................................................................ xii

LIST OF TABLES ....................................................................................................................... xiii

LIST OF FIGURES ..................................................................................................................... xiii

CHAPTER 1-INTRODUCTION TO THE STUDY ............................................................................ 1

1.1 Introduction ....................................................................................................................... 1

1.2 Background ........................................................................................................................ 1

1.3 Why Adopt a Grounded Approach? ................................................................................... 5

1.4 The Aim, Methodology and Emergent Research Problem ................................................ 7

1.5 Assumptions that Underpin this Research......................................................................... 9

1.6 The Significance of the Study ........................................................................................... 11

1.7 Scope of the Study ........................................................................................................... 16

1.8 Structure of the Thesis ..................................................................................................... 17

CHAPTER 2-RESEARCH DESIGN .............................................................................................. 22

2.1 Introduction ..................................................................................................................... 22

2.2 Selecting a Research Design ............................................................................................. 22

2.3 Ontology and Epistemology ............................................................................................. 23

2.4 Selection of a Research Paradigm .................................................................................... 26

2.5 Symbolic Interactionism, Constructivism, Constructionism and Grounded Theory ........ 27

2.6 The Methodology of Grounded Theory ........................................................................... 32

2.6.1 Purpose of Grounded Theory ................................................................................... 33

2.6.2 Commencing Grounded Theory ................................................................................ 36

2.6.3 The Literature Comparison ....................................................................................... 37

2.7 Data Collection ................................................................................................................. 38

2.7.1 Methods .................................................................................................................... 40

2.7.2 Participants, Participant Selection, Purposive Sampling and Theoretical Sampling. 48

2.8 Analysing the Data ........................................................................................................... 55

2.8.1 Coding the Data ........................................................................................................ 55

2.8.2 Constant Comparison................................................................................................ 57

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2.9 Theory Development ....................................................................................................... 57

2.9.1 The Core Category..................................................................................................... 58

2.9.2 Theoretical Memoing ................................................................................................ 60

2.9.3 Theoretical Saturation .............................................................................................. 61

2.10 Writing Up ...................................................................................................................... 61

2.11 An Insight into the Context of the Study ....................................................................... 64

2.11.1 Organisational Change in Schools ........................................................................... 64

2.11.2 The Imperatives for Change .................................................................................... 65

2.11.3 The IDEAS Program ................................................................................................. 69

2.11.4 What is the Role of the IDEAS Facilitator? .................................................................. 76

2.12 Sensitising Concepts....................................................................................................... 78

2.12.1 Career Development ............................................................................................... 79

2.12.1.1 The Definition of Work ..................................................................................... 81

2.12.1.2 Understanding the Work of Teachers in Times of Reform ............................... 82

2.12.2 Teacher Leadership ................................................................................................ 86

2.13 The Researcher in the Study .......................................................................................... 89

2.14 Ethics and Confidentiality .............................................................................................. 93

2.15 Summary ........................................................................................................................ 94

CHAPTER 3-THE SUBSTANTIVE THEORY ................................................................................. 96

3.1 Introduction ..................................................................................................................... 96

3.2 The Substantive Theory ................................................................................................... 96

3.2.1 Becoming Ready - the Prior Experience .................................................................. 101

3.2.2 Sizing Up .................................................................................................................. 106

3.2.3 Preparing to Commit ............................................................................................... 109

3.2.4 Experiencing Learning and Leading ........................................................................ 111

3.2.5 Emerging Capacities ................................................................................................ 118

3.3 The Core Category.......................................................................................................... 119

3.3.1 The Emergence of the Core Category ..................................................................... 120

3.3.2 Detailing the Core Category: Experiencing Learning and Leading in a Safe Environment .................................................................................................................... 125

3.4 Summary ........................................................................................................................ 132

CHAPTER 4-SIZING UP .......................................................................................................... 133

4.1 Introduction ................................................................................................................... 133

4.2 Interrogating the Credibility........................................................................................... 135

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4.2.1 Validating the Research .......................................................................................... 135

4.2.2 Evaluating Past Outcomes ...................................................................................... 138

4.3 Determining the Potential ............................................................................................. 140

4.3.1 Rationalising the Reasons ....................................................................................... 140

4.3.2 Imagining Possible Outcomes ................................................................................. 143

4.4 Assessing School Readiness ........................................................................................... 145

4.5 Gaining Collective Consensus ........................................................................................ 147

4.6 Summary ........................................................................................................................ 148

CHAPTER 5-PREPARING TO COMMIT ................................................................................... 151

5.1 Introduction ................................................................................................................... 151

5.2 Endorsing Leadership Potential ..................................................................................... 154

5.3 Ensuring Principal Support ............................................................................................. 160

5.4 Imagining Oneself as Facilitator ..................................................................................... 163

5.5 Summary ........................................................................................................................ 166

CHAPTER 6-BECOMING READY ............................................................................................ 168

6.1 Introduction ................................................................................................................... 168

6.2 Becoming Aware ............................................................................................................ 173

6.2.1 Realising One’s Unmet Professional Needs ............................................................ 173

6.2.2 Identifying the Need to Engage in Whole School Issues ......................................... 175

6.2.3 Comparing One’s Self to Peers................................................................................ 177

6.3 Searching For ................................................................................................................. 180

6.3.1 Professional Learning .............................................................................................. 182

6.3.2 Opportunities to Lead ............................................................................................. 184

6.3.3 Searching for Safety ................................................................................................ 187

6.3.4 Feelings of Ownership ............................................................................................. 189

6.3.5 Satisfaction .............................................................................................................. 192

6.4 Summary ........................................................................................................................ 194

CHAPTER 7- EXPERIENCING LEARNING AND LEADING ........................................................ 197

7.1 Introduction ................................................................................................................... 197

7.2 Establishing a Growth Environment .............................................................................. 199

7.3 Adopting Protocols......................................................................................................... 199

7.4 Ensuring Principal Support ............................................................................................. 201

7.5 Learning .......................................................................................................................... 204

7.5.1 The Learning Experiences are Supportive ............................................................... 208

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7.5.2 The Learning Experiences are Participative ............................................................ 209

7.5.3 The Learning Experiences Encourage Reflection .................................................... 210

7.5.4 The Learning Experiences are Intellectual and Transformative ............................. 211

7.5.5 The Learning Experiences are Intellectual and Practical in Nature ........................ 211

7.5.6 The Learning Experiences are Positive .................................................................... 213

7.5.7 The Learning Experiences are Open ....................................................................... 213

7.5.8 The Learning Experiences are Therapeutic ............................................................. 214

7.6 Leadership ...................................................................................................................... 216

7.7 Summary ........................................................................................................................ 221

CHAPTER 8-ENHANCING CAPACITY ..................................................................................... 224

8.1 Introduction ................................................................................................................... 224

8.2 Enhancing Capacities ..................................................................................................... 224

8.2.1 Enhancing Perceptions of Confidence-Self ............................................................. 228

8.2.2 Enhancing Perceptions of Confidence - Pedagogical .............................................. 230

8.2.3 Enhancing Perceptions of Confidence - Leadership................................................ 234

8.3 Re-conceptualising Professional Responsibilities .......................................................... 237

8.4 Summary ........................................................................................................................ 244

CHAPTER 9-LITERATURE COMPARISON ............................................................................... 246

9.1 Introduction ................................................................................................................... 246

9.2 The Career Phases of Teachers ...................................................................................... 250

9.3 Understanding Motivation ............................................................................................. 254

9.4 Leadership, Learning and Teacher Development .......................................................... 260

9.4.1 Learning to be a Teacher Leader: A Special Type of Learning ................................ 266

9.4.2 Transformative Learning and Constructivism ......................................................... 269

9.5 The Importance of Safety to Prospective Teacher Leaders ........................................... 272

9.5.1 The Role of the Principal ......................................................................................... 275

9.5.2 Trust and Psychological Safety ................................................................................ 283

9.6 Career Self-Concept and Career Construction ............................................................... 291

9.6.1 Becoming a Teacher Leader as Enhanced Role Breadth Self Efficacy ..................... 294

9.6.2 Becoming a Teacher Leader as Changing Role Perception and Role Transition ..... 297

9.6.3 Becoming a Teacher Leader as Job Crafting ........................................................... 300

9.7 Summary ........................................................................................................................ 302

CHAPTER 10-SIGNIFICANCE, IMPLICATIONS AND EVALUATION. ......................................... 306

10.1 Introduction ................................................................................................................. 306

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10.2 Achievement of the Purpose and Aims of the Research ............................................. 306

10.3 Significance of the Thesis ............................................................................................. 307

10.4 Implications for Practitioners ....................................................................................... 309

10.5 Implications for Further Research ............................................................................... 311

10.6 Comebacks ................................................................................................................... 313

10.7 Elevation to Formal Theory .......................................................................................... 314

10.8 Criteria for Evaluation of a Grounded Theory Research Study .................................... 315

10.8.1 Fit .......................................................................................................................... 317

10.8.2 Relevance .............................................................................................................. 318

10.8.3 Workability ............................................................................................................ 319

10.8.4 Modifiability .......................................................................................................... 319

10.9 Some Personal Reflections ........................................................................................... 320

References ........................................................................................................................... 343

APPENDICES APPENDIX A: Ethics Clearance ............................................................................................. 322 APPENDIX B: Approval to Undertake Research in Victoria .................................................. 323 APPENDIX C: Approval to Undertake Research in Western Australia ................................. 325 APPENDIX D: Application to Conduct Research in Victorian Schools .................................. 326 APPENDIX E: Informed Consent Form ................................................................................. 334 APPENDIX F: Professional Conversation .............................................................................. 337

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LIST OF TABLES TABLE 2.1: Characteristics of Participants ............................................................................. 50

LIST OF FIGURES FIGURE 2.1: A scheme for analysing assumptions about the nature of social science ......... 24 FIGURE 2.2: Dominant Paradigms and Domains in the Social Sciences. ............................... 27 FIGURE 2.3: The Grounded Theory Process vs the Traditional Process................................. 37 FIGURE 2.4: The Concept Indicator Model ............................................................................ 57 FIGURE 2.5: The Relationship between Categories and Properties in Orthodox Grounded Theory .................................................................................................................................... 63 FIGURE 3.1: Experiencing Learning and Leading in a Safe Environment: A grounded theory of ‘Becoming a teacher leader’ in IDEAS schools. ................................................................ 100 FIGURE 3.2: Experiencing Learning and Leading in a Safe Environment: A Grounded Theory of ‘Becoming a Teacher Leader’ in IDEAS Schools. .............................................................. 127 FIGURE 4.1: Sizing-up ........................................................................................................... 134 FIGURE 5.1: Preparing to Commit ........................................................................................ 153 FIGURE 6.1: Becoming Ready ............................................................................................... 172 FIGURE 7.1: Experiencing Learning and Leading.................................................................. 198 FIGURE 8.1: Enhancing Capacities ....................................................................................... 227 FIGURE 9.1: Maslow’s Hierarchy of Needs .......................................................................... 255 FIGURE 9.2: A Hierarchy of Work Motivation ...................................................................... 257