University of Southern California Dissertations and Theses

Female elementary school principals and building capacity for teacher leaders

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Female elementary school principals and building capacity for teacher leaders

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Content 1
FEMALE ELEMENTARY SCHOOL PRINCIPALS AND BUILDING CAPACITY
FOR TEACHER LEADERS

by

Lauren Leahy

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2019

Copyright 2019 Lauren Leahy

2
Acknowledgements
I would like to thank the members of dissertation committee: Dr. Rudy Castruita
(dissertation chair), Dr. David Cash, and Dr. Laurie Love for their guidance, thoughtful
feedback, and support. I am also thankful to my school district for your ongoing support in
allowing me to complete this program while serving in my certificated management role.
The doctoral program has gifted me with the opportunity to make life long connections
and friendships. A special shout out to my district team members and colleagues for traveling
this journey with me.

3
Dedication
When I think of the University of Southern California, I see an institution that values
tradition, determination, and hard work. Completing this dissertation and the Ed.D program
while being employed full time has been a test of strength that I have never experienced before.
The support of the people that I love most is what got me through this journey.
My dad once reminded his girls to be good, be great, but mostly be a Leahy and the rest
will take care of itself. My mom, dad, sisters Caitlyn and Megan, and brother-in-law Nick are
the ones who will always cheer the loudest, make the best comfort food snacks, and maintain a
bond that is unbreakable. To my four-legged buddy Ralphie, you laid at my feet while I typed.
Finally, this is dedicated to the amazing women in leadership who have the difficult task of
balancing their hearts and their heads on a daily basis. The future is female. Fight on!

4
Table of Contents
List of Tables 7
Abstract 8
Chapter One: Overview of the Study 9
Introduction 9
Background of the Problem 13
Statement of the Problem 13
Purpose of the Study 14
Research Questions 14
Importance of the Study 15
Limitations and Delimitations 15
Definition of Terms 16
Organization of the Study 16
Chapter Two: Review of the Literature 18
Female Elementary School Principals 18
Historical Background 18
Current Demographics 19
Theoretical Framework Related to the Research Questions 20
Teacher Leaders 22
Definition and Purpose 22
Teacher Leader Recruitment 23
Building Capacity for Teacher Leaders 24
Barriers in Building Capacity 27
Further Research According to the Literature 29
Summary 30
Chapter Three: Methodology 31
Introduction 31
Research Questions 32
Research Design and Methods 33
Why Mixed-Methods 33
Sample and Population 34
Instrumentation 35
Data Collection 36
Data Analysis 37
` Figure A: Triangulation of Data 38
Summary 38
Chapter Four: Findings 39
Background 39
Research Questions 40
Purpose of the Study 41
Coding of Data 41
Findings 41
Research Question #1 43
Years of Service in the Classroom 43
Defining Teacher Leaders 44
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Research Question #2 45
Teacher Leaders on Campus 46
Strategies Used by Female Elementary School Principals 47
Learning Walks 48
Research Question #3 50
Teacher Leaders in Action 50
Site-Based Decision Making 51
Making Mutually Beneficial Connections 52
Research Question #4 53
Challenges in Promoting Teacher Leaders 53
Shortage of Teacher Leaders 54
Outsiders with Peers 54
Research Question #5 56
Identifying Personal Leadership Styles 56
Presenting Best Practices 57
Promotion 59
Recommendations for Teacher Leaders from
Female Elementary School Principals 59
Sharing Personal Journeys 60
Being Ready When the Job is 60
Summary 61
Chapter Five: Conclusions and Implications 64
Introduction 64
Purpose of the Study 64
Research Questions 64
Methodology 65
Results and Findings 65
Research Question #1 66
Years of Service in the Classroom 66
Defining Teacher Leaders 66
Research Question #2 66
Teacher Leaders on Campus 66
Strategies Used by Female Elementary School Principals 67
Learning Walks 67
Research Question #3 67
Teacher Leaders in Action 67
Site-Based Decision Making 68
Making Mutually Beneficial Connections 68
Research Question #4 68
Challenges in Promoting Teacher Leaders 68
Shortage of Teacher Leaders 69
Outsiders with Peers 69
Research Question #5 69
Identifying Personal Leadership Styles 69
Presenting Best Practices 70
Promotion 70
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Recommendations for Teacher Leaders from
Female Elementary School Principals 70
Sharing Personal Journeys 70
Being Ready When the Job is 71
Implications of the Study 71
Recommendations for Future Research 71
Concluding Remarks 71
References 74
Appendix A: Survey Cover Letter 79
Appendix B: Interview Protocol 80
Appendix C: Survey Protocol 82
Appendix D: General Email Recruitment Cover Letter 83

7
List of Tables
Table 1: Years of service for teacher leaders 43
Table 2: Teacher leaders on school campus 46
Table 3: Teacher leadership opportunities 47
Table 4: Learning walk opportunities 49
Table 5: Teachers in site-based decision making 51
Table 6: Empowerment with leadership opportunities 55
Table 7: Presenting best practices 58

8
Abstract
This study explored the specific practices that female elementary school principals
employ in building capacity for teacher leaders. By studying the practices and philosophies of
female elementary school principals in K-12 public unified schools districts in southern
California, researchers can gain a better understanding of what encompasses defining,
cultivating, and fostering teacher leaders.
The research questions used to guide this study were: How are teacher leaders defined by
female elementary principals in southern California K-12 unified school districts?; What
strategies do female elementary school principals attempt to use in building capacity for teacher
leaders beyond the confines of the classroom setting in southern California K-12 unified school
districts?; How do female elementary school principals utilize teacher leaders in elementary
schools located in southern California K-12 unified school districts?; What barriers exist for
female elementary school principals in building capacity for teacher leaders in southern
California K-12 unified schools?; and How do female elementary school principals identify
effective strategies in attempting to build capacity for teacher leaders beyond the confines of the
classroom setting in southern California K-12 unified school districts?
A mixed-method design was the methodology for this study. Both quantitative and
qualitative data was collected and analyzed by the researcher. Likert Scale surveys were sent to
32 female elementary school principals in southern California who have served in their position
for two or more years. Based on survey responses, three female elementary school principals
were selected for one-on-one interviews.

9
CHAPTER ONE: OVERVIEW OF THE STUDY
Introduction
Women have historically been the dominate gender in public elementary school settings
from both a teacher and administrative standpoint. Education in K-12 is primarily a female
enterprise (Superville, 2016). According to the California Department of Education for the
2016-2017 school year, there was a reported 274,246 public school teachers. Of that, 201,162 of
them are women (California Department of Education, 2018). Shifting from California data to
nationwide data, the results show that aside from chief executive offices, women account for
76% of teachers, 52% of principals, and 78% of central office administrators (Superville, 2016).
Unlike a principal, a central office administrator may have a position that is more removed from
students, and has been defined in one study as doing behind the scenes work that helps to
improve achievement and overall operations (Jordan, 2010).
In a 2001 study by Min and Huh (2001) on leadership effectiveness and female
elementary school principals, the data revealed that female principals at the elementary level
demonstrated a higher degree of interest and involvement with advancement for their teachers as
compared to their male counterparts. The study went on to detail results from interviews with
both male and female principals and described leadership qualities in women that are not present
in men. Additionally, teachers’ perception of female elementary school principals far exceeds
that of their male counterparts in almost all areas of leadership across elementary schools (Min &
Huh, 2001).
Educational data showed that the vast majority of female elementary school principals
began their careers as classroom teachers. Nichols and Nichols (2014) reported that women
leaders are more likely to enter the education profession because they want to make a difference
10
and change the status quo. Knowing the statistics about female administrators and the shift of an
elementary principal from a manager to an instructional leader, teachers are being called upon to
assist in many aspects of the school culture outside of the classroom.
As educational reform, social/emotional needs, and redefined styles of parenting has
changed the landscape of the traditional school day in public education; so has the position of
elementary school principals. The research has found that the role of a school site elementary
principal has become more complex and difficult in recent times (Shoho & Barnett, 2010).
Along with the daily operations of a school site, female elementary administrators often take on
the role of transformational leaders promoting trust within the organization as well as redefining
leadership potential for classroom teachers (Whitaker, 1995). Site administrators are no longer
the sole managers and decision makers on a school site campus. The paradigm shift from
elementary principals doing all the heavy lifting is changing into a shared collaborative team
approach that follows the ideals of transformational leadership. Female elementary principals
possessing transformational leadership qualities are able to engage teachers in a way that
provides new energy, commitment, and purpose (Goddard, Neumerski, Goddard, Salloum, &
Berebitsky, 2010). Effective female elementary principals aim to create relationships with
teachers focused on a team dynamic. Exemplary principals go beyond just including teachers in
site-based, shared decision making and create conditions where teachers are encouraged to be
reflective of their practice (Mullen & Jones, 2007). Due to the evolving dynamic of elementary
principal positions in 21st century education, more female leaders are looking for teachers to
expand their roles as educators into true teacher leaders.
Despite the limited body of research surrounding the need for elementary principals to
foster teacher leaders, the current data suggested that principals are interested in building
11
capacity for teacher leaders to be successful. Researchers generally acknowledge that teacher
leaders are not as successful without the support of the principal guiding and mentoring (Angelle
& Schmid, 2007). The role of principals as instructional leaders goes without question, but they
cannot run schools effectively on their own (Whitaker, 1995). Because of this, studies are
reporting female site principals and their attempts to provide meaningful leadership opportunities
for promising teacher leaders who display talents beyond the walls of the classroom setting
(Shoho & Barnett, 2010). While some teachers have different reasons for pursuing a transition
from classroom teacher to teacher leader, many cite feeling inspired to consider new
opportunities because a principal mentor recognized their leadership abilities (Shoho & Barnett,
2010). Mullen and Jones (2007) described that when teachers feel fully supported, this
empowerment transcends beyond the classroom and towards school level improvement.
Researcher Todd Whitaker (1995) talked about the role of the site principal being an invaluable
asset to an organization and goes into detail about elementary principals and their job
responsibilities. The article continued with principals informally recognizing respected
classroom teachers and putting them in positions to be flag carriers to assist with implementing
new programs, initiatives, and collaborative decision making. Researchers on the topic of
teacher leadership surmise that teachers involved in these types of initiatives feel a greater sense
of ownership and this often leads to a stronger connection to school goals (Spillane & Kim,
2012). Even though the research points to the need for principals to foster teacher leaders in the
classroom and beyond, scholars presently share varying definitions of what a true teacher leader
means.
For the purpose of this study, a teacher leader is defined as, “a person who leads by
example, has credibility and expertise, is a problem solver, and relates well to others” (Martin,
12
2007, p. 17). Even though teacher leaders can be outlined in layers and different categories, their
role on a school campus is important. Work on teacher leadership suggests that teachers can be a
valuable source of leadership in schools (Spillane & Kim, 2012). Many teacher leaders who step
beyond the boundaries of the classroom are not afraid to work alongside principals to envision a
better future, tackle challenges, and support the work that needs to be done collectively (Angelle
& Schmid, 2007). Teacher leaders are emerging to provide collective contributions to the school
site, but studies are showing their professional growth assists in other areas such as academic
achievement for students. Wenner (2017) stated that quality teaching has an impact on
motivation and achievement, but it could be argued that these talented teacher leaders can assist
with increasing teacher collaboration, best practices, and instructional modeling among
certificated teaching staff members. Many teacher leaders are being given the confidence to take
on new leadership roles by their female elementary school principals. As noted in their study,
Min and Huh (2001) cited teachers regardless of their gender and found the leadership and
support of female principals was more effective than males. If the research points to female
leadership being effective, there is more to learn about the practices female elementary school
principals are trying in pushing the boundaries of educators beyond the classroom.
Teacher leaders are important to the support of the site administrator and the
improvement of a school setting, but the research is limited regarding specific practices
principals are attempting to use in fostering these leaders. Not much is known about specific
processes principals use to include teachers in policy making, curriculum, and professional
development (Mullen & Jones, 2007). The voices of the classroom educators and principals are
missing from the literature about teacher leadership (Angelle & Schmid, 2007).
13
While the current research is limited on specific practices employed in trying to cultivate
school leaders, the literature stated that female principals are more likely to be creative with
instructional approaches and encourage innovation (Nichols & Nichols, 2014). Studies do show
that when female elementary school principals challenge teachers to be reflective and maintain
an open-door policy, the results were positive (Mullen & Jones, 2007). “Administrators who are
able to identify and use the abilities of the teacher leaders in their school will be able to
effectively meet the challenges ahead” (Whitaker, 1995, p. 356)
Background of the Problem
The female elementary principal role in attempting to support, empower, and foster
teacher leadership is not fully developed. The field of education needs to know more about
specific efforts and practices female elementary school principals employ in an effort to build
capacity for teachers to take on leadership roles beyond the confines of the classroom setting.
This research will be valuable to not only teachers, but also site administrators. Much of the
current body of literature regarding teachers expanding their roles and responsibilities comes
from the point of view of the teacher, and not the elementary school principal. The researcher
will attempt to investigate strategies used by female elementary school principals in an attempt to
bring classroom teachers to be more involved in leadership.
Statement of the Problem
The literature described the changing landscape of the role of an elementary school
principal. As the duties require more of a transformational leadership approach, many female
elementary school principals are working to foster the advancement of teacher leaders on their
campuses for collaborative programming, initiatives, and school improvement. We know that
effective leadership from female elementary school principals is important, but additional
14
research is still needed for further understanding teacher leaders and the role female elementary
school principals play in expanding the boundaries of teacher leadership beyond the classroom in
K-12 unified school districts.
Purpose of the Study
The purpose of this study is aimed at gaining knowledge from female elementary school
principals in three areas: first, the definition of a teacher leader; second, an examination of
capacity building practices for teachers beyond the confines of the classroom setting; and finally,
how teacher leaders are being utilized on school campuses. The intent of this study is to expand
the limited literature that exists related to leadership growth for teachers, as well as a platform
for female elementary principals to recognize their role in fostering this growth.
Research Questions
In order to best address the stated purpose of the study, the focus on targeted research
questions will be used in conjunction with surveys and interviews aimed at creating concrete
conclusions about building leadership capacity in teacher leaders.
1. How are teacher leaders defined by female elementary principals in southern California
K-12 unified school districts?
2. What strategies do female elementary school principals attempt to use in building
capacity for teacher leaders beyond the confines of the classroom setting in public
southern California K-12 unified school districts?
3. How do female elementary school principals utilize teacher leaders in elementary schools
located in southern California K-12 unified school districts?
4. What barriers exist for female elementary school principals in building capacity for
teacher leaders in southern California K-12 unified public schools?
15
5. How do female elementary school principals identify effective strategies in attempting to
build capacity for teacher leaders beyond the confines of the classroom setting in
southern California K-12 unified school districts?
Importance of the Study
Even though the research in this study focuses solely on female elementary school
principals, this study will provide informational resources for both male and female educators
who are seeking to promote themselves in roles beyond their classroom teaching responsibilities.
Although there is a large body of literature that exists from the point of the view of the teacher
and what they value in a principal, limited research can be found from the perspective of female
elementary school principals and specific practices and attempts on their part to foster capacity
for leadership growth among their certificated teaching staff.
The findings from this study may be useful for administrators across elementary, middle,
and high school levels in the recruitment and the hiring process for certificated personnel in both
general and special education. They may want to know what their administrative colleagues
identify as promising practices for seeking teacher leaders. The ultimate goal of this study is to
add to the current body of research that explores the connection between female elementary
school principals and their practices for cultivating teacher leaders.
Limitations and Delimitations
The limitations of this study were:
1. In aiming to gather data during the least disruptive time for an elementary school
principal, all qualitative and quantitative data was collected beginning in May 2018 and
concluded in August 2018. This short time frame limits the amount of data that could be
collected on the topic surrounding the research questions.
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2. The sample size of participants and respondents to surveys and interview questions was
limited to female elementary principals in the southern California area. Therefore, the
research was limited to those administrators in that specific area which may lead to
generalizations in the data.
The delimitations of the study were:
1. This study was limited to female elementary school principals in K-12 unified school
districts in the southern California area.
2. This study was limited to female administrators who have served in their current
principal position for a period of two or more years.
Definition of Terms
For the purpose of this study, the terms listed below are defined as follows:
• K-12 unified school district: public educational institutions governed by a board of
education that houses kindergarten students through grade twelve
• Mentor: one who teachers, coaches, guides, models, motivates, and inspires an individual
or groups of individuals
• Principal: Lead instructional leader and learner of a public school
• Teacher leader: a person who leads by example, has credibility and expertise, is a
problem solver, and relates well to others
• Transformational leadership: empowering employees to expand their abilities and
personal commitment towards organizational goals
Organization of the Study
Female elementary school principals play a multifaceted role given their administrative
responsibilities. Due to the unique nature of their assignment and the certificated teaching staff
17
they employ, there is more to learn about the practices that are used to foster teacher leaders from
in-house talent. In the upcoming review of the literature, research outlines the definition of a
teacher leader, and the attributes female elementary principals identify in relation to the defined
teacher leader role. More importantly, the research describes the need for more data about how
female elementary school principals work to recruit, mentor, and promote the capacity for
expanding teachers beyond the walls of the classroom.

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CHAPTER TWO: REVIEW OF THE LITERATURE
Although there continues to be an increase in literature surrounding teacher leaders in
conjunction with the role of principals, little research has been conducted on the work of female
elementary school principals and how they attempt to build capacity for educators to tackle
leadership roles beyond the confines of the classroom setting. This chapter explores the current
body of literature that surrounds the history of female elementary school principals and the
relevant work that exists with regards to present job duties and expansion of leadership
opportunities. However, from the researcher’s perspective, the literature is thin and lacking
current research on the given topic. Following the exploration on the current body of literature, a
review of the literature in regards to the definition of a teacher leader and how those individuals
may be recruited by female elementary school principals will be connected to the research
questions surrounding this study. Finally, an overview of how female elementary school
principals work to build capacity for leadership in application and teacher recruitment according
to the research will be outlined.
Female Elementary School Principals
Historical Background
In looking at the history of women leaders who enter the field of education, many cite
wanting to change the status quo. Historically, women were the dominate gender in education.
In the 19th century, women were perceived as ideal for filling teacher positions in the United
States (Murakami & Tornsen, 2017). In elementary schools, where 84% of the teachers are
women, only 20% of the principals were women (Pottker & Fishel, 1977). As access and
opportunity increased, some female educators expanded their former roles as classroom teachers
and transitioned into administration positions. Research over time showed that women were
19
seeking professional growth and looking to help contribute to educational reform; for some that
meant stepping away from the classroom setting. Women leaders in administration help shape
the lives of children and in turn celebrate a passion for work that makes a difference (Nichols &
Nichols, 2014). The traditional model of site administrators bearing sole individual
responsibility for operating the school is a thing of the past. Developments in educational and
management sciences have led to expanded practices in school administration (Tas, 2011). With
the unique ability to be both managers and leaders, females in administration, such as elementary
school principals, have the ability to affect the lives of students, but also the employees that serve
under their leadership (Coelli & Green, 2012).
Current Demographics
The research is showing a steady increase of females in school administration.
According to an U. S. Department of Labor, Bureau of Labor Statistics (2009) population survey,
62.6% of school administrators were female. As found in a 2017 study, the average age of
female principals ranged between 48 and 52 years old (Murakami & Tornsen, 2017). Although
males continue to dominate administrative positions in education, over the past 20 years, females
have gradually and steadily moved into similar administrative roles (Mertz & McNeely, 1998).
Between 1998 and 2008, there was a large increase in the number of female principals and over
50% of elementary principals were women (Kerr, Kerr, & Miller, 2014). Despite the data that
points to the growing percentage of females serving in educational administration, women in
some administrative positions continues to be lower than that of their male counterparts. In the
article on perceptions of school leaders, researchers Nichols and Nichols (2014) found that in
school administration, females are still being underrepresented as principals in the elementary
and secondary levels.
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Not only are women not as prominent in being appointed to elementary principal
positions, but the role of an elementary principal in current 21st century schools has transformed.
An elementary school principal’s job has become more demanding, and formally defined job
responsibilities of principal and teacher are drastically changing. For this position, the principal
is viewed as being instrumental in spearheading the vision for improving schools (Murakami &
Tornsen, 2017). Recent literature described the expanding role of teachers in leadership
positions under the direction of the elementary school principal. Organizations are now stressing
the importance of teacher empowerment and elementary school principals are motivating
teachers to support site-based management more now than in the past (Heller, Clay & Perkins,
1993).
Female elementary school principals in current public schools are being challenged to
meet ongoing competing demands from various stakeholders. These evolving shifts indicated
that instrumental and visionary change cannot be done in isolation. Because of this, some school
districts throughout the United States have female elementary school principals who are
redefining their roles as instructional leaders and turning towards teachers to support
programming, decision making, and stimulating organizational change (Sherrill, 1999).
Theoretical Framework Related to the Research Questions
Female elementary school principals are no longer just managers with specific skill sets.
These individuals are required to have the ability to lead others, operate within a core value
system, execute a vision for their school and the staff, and also strike a work/life balance despite
the fast pace daily challenges (Ferrandino, 2001). Their role as both a leader and manager is a
valuable one that often requires the support of teacher leaders for successful implementation and
practices. Principals set the tone for a school site, and because of this, they have a unique
21
opportunity to foster, nurture, support, and elevate teachers on a campus (Hauserman, Ivankova,
& Stick, 2013). Researchers Urbanski and Nickolaou (1997) discussed that administrators have
to serve as both managers and leaders citing that leadership and management need not be
mutually exclusive. Good managers can also be leaders, and leaders can also be good managers
(Urbanski & Nickolaou, 1997).
Theoretical and empirical frameworks point to the work of sub groups and teacher leader
action teams being established in schools to collaboratively take on initiatives and decision
making that was once solely reserved for the elementary school principal (Spillane & Kim,
2012). When connecting leaders to empowerment behavior, researches Vogt and Murrell (as
cited in Davis & Wilson, 2000)created a model in which leaders have a shared responsibility to
facilitate an employee’s understanding and execution of those outlined responsibilities.
Authors Bolman and Deal (2007) described the process of reframing organizations into a
leadership model that adheres to four different types of frames as it relates to leadership and
management. When larger organizations work together to solve problems and collaborate for the
common good, it helps to elevate the performances of others and essentially increases leadership
potential (Bolman & Deal, 2007). In their book Reframing Organizations, these authors found
managers like female elementary school principals are responsible for recognizing life at work
and identifying opportunities for building leadership capacity in others. They went on to
describe that as part of the human resource frame, elementary principals who invest in potential
teacher leaders found an increase in motivation (Bolman & Deal, 2007). The human resource
lens focuses on understanding people, learning about their passions, interests, emotions, and
fears (Bolman & Deal, 2007). When managers cannot solve problems, they look to hire
consultants to come in and provide assistance. Bolman and Deal (2007) suggested that female
22
elementary school principals have the authority and jurisdiction to contract out duties and
assignments to designated teacher leaders in attempts to share responsibilities. The key
challenge in utilizing the human resource frame effectively is for the principal to be able to find
ways for people to get the job done while also facilitating the ability for those individuals to
realize their value and worth (Bolman & Deal, 2007). Female elementary school principals are
working to define the role of a teacher leader in recruitment and many are utilizing this approach
in their daily operational practices (Katzenmeyer & Moller, 2001).
Teacher Leaders
Definition and Purpose
For the purpose of this study and literature review, a teacher leader is defined as “a
person who leads by example, has credibility and expertise, is a problem solver, and relates well
to others” (Martin, 2007, p. 17). As female elementary school principals are working to more
consciously cultivate teacher leaders, some teachers are still building their self-confidence as
well as proactively collaborating with site principals on initiatives that go beyond the daily
classroom curriculum (Katzenmeyer & Moller, 2001).
The purpose of a teacher leader is multi-dimensional. “Teacher leaders engage in the
activity of teacher leadership in various spheres or contexts” (Jacobs, Beck & Crowell, 2014,
p. 578). Teaching in the 21st century classroom provides new and unique challenges that did not
exist even a decade earlier. Teachers who are looking to expand their role in educational
leadership are being met with challenging tasks, constant change, and competing demands with
instructional practices (Levin & Schrum, 2016). Female elementary school principals are
attempting to build capacity for these emerging teacher leaders in order for them to engage in
opportunities to further their roles and responsibilities (Katzenmeyer & Moller, 2001). As
23
described in their book on developing teacher leadership, researchers Katzenmeyer and Moller
(2011) expanded the notion that teachers who are given the chance to broaden their skills beyond
the classroom not only benefit the elementary school principal, but the organization as a whole.
Teacher leaders are able to be connected in a multitude of ways. When supported and guided,
these individuals have the ability to become staff developers, coaches, mentors, and contribute
positively to the school site as an organization (Katzenmeyer & Moller, 2001). Individuals who
consider themselves to be teacher leaders report feeling encouraged by an administrator who
helped to cultivate their ongoing desire to learn and willingness to support efforts of change,
whether that be with policy, practice, or curriculum (McGarvey, Sterenberg, & Long, 2013).
Teacher Leader Recruitment
Among their many roles, female elementary principals should be identifying and
recruiting teachers who show leadership potential (Ferrandino, 2001). For elementary principals
to be true visionary leaders who share their vision with others, they are responsible for
developing teachers and modeling how working in teams with stakeholder groups can bring
success to an organization (Levin & Schrum, 2016). These female elementary school principals
are using their positional authority and identifying teachers for collaboration and engagement
inquiry practices (Stosich, 2016). One way that elementary principals are trying to cultivate
teacher leaders is by truly understanding the human factor of their teacher population. If the
administrator can understand and grasp what the teacher is passionate about, then they can serve
as better managers and leaders in supporting collaboration (Tas, 2011).
Teacher leader recruitment is significant because past research showed that despite the
need for teacher leadership, many schools and districts are not as committed to developing
teacher leadership (Katzenmeyer & Moller, 2001). Female elementary school principals who
24
recognize a need for shared leadership are working to identify a process for teacher leader
recruitment. Some teacher leaders emerge after many years in the classroom, often by
administration to engage in professional development linked to district initiatives as well as site
based programming (McGarvey et al., 2013). In their article on emerging teacher leaders in
elementary school, researchers McGarvey et al., (2013) described three main approaches for
female elementary school principals to be able to recognize leadership potential in teachers: a
sense of igniting interest, the ability to increase confidence in those around them, and the power
of effective collaboration. Together with administrative support, these teacher leaders are able to
provide assistance to the principal in finding solutions to challenges (McGarvey et al., 2013).
Most teachers have felt excluded from leadership roles (Urbanski & Nickolaou, 1997). It
is the role of a manager to instill the confidence in others to take on leadership positions from the
principal and teacher perspective. In their article on teachers as leaders, Urbanski and Nickolaou
(1997) cited the importance of understanding the dynamic of both roles in education. By seeking
collective-not personal-power, school administrators can help ensure equitable distribution of
resources, provide capacity for reform, and encourage emphasis on building a learner centered
culture in the school and school system (Urbanski & Nickolaou, 1997). Once a teacher leader
has been identified, the site administration must put a plan into action in order to build capacity
for leadership.
Building Capacity for Teacher Leaders
The idea of teacher leadership has emerged in order to best support female elementary
school principals and the changing complexity they face daily in public education (Spillane &
Kim, 2012). Elementary school principals play a key role in creating an environment that
enhances the role of teacher leaders (Jacobs et al., 2014). Strong instructional practices from the
25
principal is essential for teacher empowerment and building leadership capacity (Stosich, 2016).
The concept behind teacher empowerment allows for elementary school administrators to expand
the role involvement of teachers in planning and decision making (Davis & Wilson, 2000). As
described in the theoretical framework for the image of leadership in the human resource frame,
the way to build capacity for teacher leaders is through empowerment and the ideals of family
(Bolman & Deal, 2007). When elementary principals share leadership among teachers, they can
motivate teachers to take responsibility for ongoing improvement (Stosich, 2016).
In a survey conducted by researcher Vincent Ferrandino (2001), he found the three most
desired personality traits desired by educators for potential elementary principals included:
honesty, human relations skills, and leadership. Ferrandino (2001) went on to describe that the
competing demands placed upon female elementary principals makes it difficult for the job to be
done effectively without support from teacher leaders. The principals who recognize that they
can increase their power by sharing it are the ones who are finding success and improving the
overall achievement in a school site (Katzenmeyer & Moller, 2001).
If site administrators want to create an organization that is empowered by teacher leaders,
then they need to establish positive relationships in the work setting. This can be accomplished
by developing collaborative working groups, mentoring, and guiding with targeted outcomes for
success (Davis & Wilson, 2000). When a female elementary school principal identifies
individual teacher’s unique talents, the promise for success is evident (Katzenmeyer & Moller,
2001). Teachers who are provided opportunities to be involved in school matters, instructional
advice, and programming are essential in elevating the culture of a school setting (Spillane &
Kim, 2012). Educators in elementary schools often look at their role as teachers similarly to
their role in a family atmosphere. Because of this, site administrators have the chance to elicit a
26
greater impact these feelings may have on the organization by taking on more leadership
responsibility (Tas, 2011). Female elementary school principals that exercise one’s craft with
confidence have the ability to improve their performance and shape how work is done (Davis &
Wilson, 2000).
Female elementary school principals are working to attempt to foster teacher leaders for
roles outside of the classroom as well as possible administrative positions in the future
(Katzenmeyer & Moller, 2001). According to research on developing teacher leaders,
elementary school principals are responsible for communicating value and worth, while
modeling the process of continuing to be a learner. Individuals that emerge as potential teacher
leaders should be involved in setting goals for the school (Katzenmeyer & Moller, 2001).
Female elementary school administrators attempt to build capacity by finding ways to recognize
those teacher leaders who are influencing the success made in the school while also motivating
teacher leaders to celebrate each other in positive ways (Katzenmeyer & Moller, 2001). Author
and researcher Ryan Sherrill (1999) conducted a study about teacher leaders, and found that the
relationship between female elementary school principals and teacher leaders had a shared
purpose that created a synergy and a culture where the groups were able to lead together.
Successful teacher leaders often attribute their success to the role that others played in the
process of collaboration (McGarvey et al., 2013).
The literature pointed to specific actions that principals are employing to support the
advancement of teacher leadership. Along with respect and support, female elementary school
principals are providing targeted resources and time for teachers to practice leadership as well as
opportunities to work collaboratively with colleagues (Jacobs et al., 2014). Research has found
27
that female elementary school principals who are self-aware and empathetic make for ideal
coaches in cultivating teacher leaders (Jacobs, Beck & Crowell, 2014).
Female elementary school principals providing and seeking targeted professional
development for teachers is becoming a specific action step for potential teacher leaders.
Teacher leadership is an extension of expert practice and expert knowledge. The use of
professional development provided by the site administrator for potential teacher leaders can be
used for assessment and improving teacher leadership opportunities (Jacobs et al., 2014).
Professional development allows for the teacher and administrative leader to positively change
the culture and the climate of the classroom setting as well as the school (Patti, Holzer, Sterrn, &
Brackett, 2011). Professional development can be used to increase capacity in teachers’
knowledge and skills, leadership with peers, and leadership with principals (Stosich, 2016).
Many of the successful professional development models in school are being facilitated by
employees at the school site. Stosich (2016) took professional development a step further and
cited that the trainer-of-trainer model for professional development can help to give teacher
leaders a platform to demonstrate their leadership abilities among their educator colleagues.
Many female elementary school level administrators are aiming to build capacity for
teacher leaders in a variety of ways, but some evidence in the research also pointed to barriers
that may prove difficult in building that capacity.
Barriers in Building Capacity
Even though much of the literature pointed to the value of female elementary school
principals building capacity for teacher leaders, some challenges still present themselves in
accomplishing this.
28
In the field of education, some teachers feel intimidated or scared to be identified as a
leader by their supervisor or principal. Because of this, many elementary school teachers will
not proactively self-identify as a leader or independently take the initiative to take on leadership
roles without principal encouragement (McGarvey et al., 2013). Teachers typically keep to
themselves, and when they do share with their colleagues, it is usually a gripe or complaint. It
takes time for these potential leaders to emerge, and it often requires someone with a coaching
component to show capability (Guiney, 2001). The design of the teacher as a professional is
often characterized as singular or done independently with little interaction with colleagues, and
this contributes to the dedicated work of site administrators in bringing out the potential dynamic
of teacher leaders (Smylie, 1992). Researcher Mark Smylie (1992) described that some teachers
are hesitate about taking on leadership roles for fear of relationships being affected or rejection
from other teacher colleagues who are not being approached for leadership roles.
Another barrier appearing in the literature about teacher leaders is time being spent
outside of the classroom setting. When school sites do not have built in time for collaboration,
professional development, and learning walks, this pulls the teacher away from the students and
the classroom. Through studies and data collection, it has been found that teachers feel guilty
when they are not with their students. Female elementary school principals attempt to mitigate
these feelings by providing a structure that helps to elevate a teacher leader while not
continuously removing them from the classroom to do so (Katzenmeyer & Moller, 2001). Along
with being pulled from the classroom and their students, researchers have also found that
additional stress and monetary compensation may also serve as road blocks for some teacher
leaders.
29
In researching the future of teacher leadership, authors Katzenmeyer and Moller (2001)
found that the lack of rewards and added stress for teachers must be identified. Many teacher
leadership opportunities do not come with a monetary reward or stipend. Teachers who have
been tasked or provided leadership roles outside of the classroom often feel uncomfortable with
merit pay, as they feel it somehow separates them from their colleagues (Katzenmeyer & Moller,
2001). With this additional level of responsibility, some teacher leaders face potential added
stress. A barrier to teacher leadership development includes external pressures and top down
directives that lead to stress for teachers that are combined with the daily operations of the
classroom (Jacobs et al., 2014). Even though the literature points to some barriers, researchers
are finding value in further studies that address female elementary school principals and their
attempts to promote teacher leadership (Katzenmeyer & Moller, 2001).
Further Research According to the Literature
The status of teachers and the continuous evolving role of a female elementary school
principal contribute to the growing body of literature on the topic of building capacity for
leadership. The effects and attempts to build capacity for teacher leadership in schools must be
studied further (Katzenmeyer & Moller, 2001). The research pointed to the importance of
teacher leadership. The need for studies to help us understand the way female elementary school
principals speak and feel their world of leadership in relation to teacher leaders is essential and
desired (Mertz & McNeely, 1998).
This research studied what current female elementary school principals do to attempt to
facilitate capacity building for teacher leaders once identified. The surveys and interviews used
were aimed at eliciting strategy responses and techniques female elementary school principals
30
use in their current role to address the concept of teacher leaders beyond the confines of the
classroom setting.
Summary
The growth of female administrators is continuing to rise, and many of those females are
serving as elementary school principals. The changing dynamic of the daily duties and
operations of a school site has altered the landscape of responsibilities for female elementary
school principals. Many of these administrators are turning to teachers who embody potential
leadership skills beyond the classroom setting. Although there is a large body of literature that
exists regarding teachers and their perceptions on what they look for in a strong instructional
leader to assist in seeking professional growth, very little research has been done on specific
practices that female elementary school principals use to define, recruit, and utilize teacher
leaders. A more comprehensive look at ways female elementary school principals may help to
better understand how this relationship with teacher leaders works.

31
CHAPTER THREE: METHODOLOGY
Chapter Three describes the details about the subjects, the mixed-methods design study,
approach to the research methods, procedures, data collection, and the analysis of how the data
was used.
Introduction
As shifts in educational reform, mental health needs, and redefined approaches to
parenting has changed the landscape of the traditional school day in public education, so has the
position of elementary school principal and females who assume this role (Ferrandino, 2001).
The number of women serving in school administrative roles continues to climb (Mertz &
McNeely, 1998). Along with the daily operations of a school site, female administrators often
exhibit transformational leadership qualities, promoting a culture of trust within the organization,
and redefining leadership potential for classroom teachers (Min & Huh, 2001). The role of a
principal has changed over time. Because of this, many female elementary school principals are
transforming the landscape of leading in isolation, and looking to cultivate teacher leaders on
their school campuses (Mullen & Jones, 2007).
A teacher leader is defined for the purpose of this study as, “a person who leads by
example, has credibility and expertise, is a problem solver, and relates well to others” (Martin,
2007, p. 17). Teachers who do well in the classroom while being supported by administration to
be reflective often feel empowered to evolve past the confines of the classroom walls (Mullen &
Jones, 2007).
Teacher leadership emerges when administrators assume a coaching role (Guiney, 2001).
Female elementary school principals who demonstrate a high level of trust can help transform a
teacher into understanding a shared personal vision as well as the vision for the school (Patti et
32
al., 2011). The recruitment of teacher leaders is important to the elementary principal as well as
the evolution of the school site. Female elementary school principals are aware that a conscious
effort needs to be made to nurture the empowerment of teachers in their current role and possible
expansion (Min & Huh, 2001).
Teacher leadership is well represented in the literature, but little research exists regarding
female elementary school principals and their specific practices for attempting to foster teacher
leaders (Mullen & Jones, 2007). Elementary school female principals tend to be detail oriented
in their leadership, but little research describes their specific strategies for helping to elevate
teachers (Min & Huh, 2001).
As some classroom teachers emerge into a teacher leader role, these individuals seek
opportunities for advancement and additional responsibilities. In doing so, they want to feel
empowered by supportive leadership from their female elementary school principal
(Katzenmeyer & Moller, 2001). The purpose of this study is to examine promising practices of
female elementary school principals and how they attempt to build capacity for teacher leaders
beyond the confines of the classroom in a mixed-methods approach.
Research Questions
Female elementary school principals set the model for leadership at the school site, and
have an opportunity to foster, nurture, guide, and elevate teachers on campus (Hauserman et al.,
2013). Learning more about what female elementary school principals in K-12 public unified
schools in the southern California area do to attempt to build leadership capacity in teachers is
essential because there may be other benefits for the school site beyond individual professional
growth. The framework for this study was crafted around these five research questions:
33
1. How are teacher leaders defined by female elementary principals in public schools in
southern California K-12 unified school districts?
2. What strategies do female elementary school principals attempt to use in building
capacity for teacher leaders beyond the confines of the classroom setting in public
southern California K-12 unified school districts?
3. How do female elementary school principals utilize teacher leaders in elementary schools
located in southern California K-12 unified school districts?
4. What barriers exist for female elementary school principals in building capacity for
teacher leaders in public schools in southern California K-12 unified public school
districts?
5. How do female elementary school principals identify effective strategies in attempting to
build capacity for teacher leaders beyond the confines of the classroom setting in public
southern California K-12 unified school districts?
Research Design and Methods
This mixed-methods study includes both surveys and interviews to explore promising
practices of female elementary school principals who attempt to work at fostering relationships
while promoting growth potential in teacher leaders beyond the classroom setting.
Why Mixed-Methods
This study was conducted using both qualitative and quantitative components in a mixed-
methods approach. Utilizing a mixed-method approach in research brings forward both
qualitative and quantitative components in order to connect these two strands. Data from these
two components can emerge during design, data collection, and analysis (Creswell, 2009).
34
The quantitative elements of the study included a Likert scale survey to better understand
more about female elementary school principals and how they work to support emerging teacher
leaders at their school sites. The Likert scale utilized questions that indicated a range from a “1”
representing strongly disagree, “2” disagree, “3” neutral, “4” agree, and “5” strongly agree in a
series of 10 questions about teacher leaders, teacher leader recruitment, and teacher leader
advancement.
In order to complete the triangulation of data, survey participants were able to check a
box on their survey to indicate interest level in participating in a personal interview that would
allow for expansion of details regarding capacity building for teacher leaders beyond the initial
10 question survey. One-on-one personal interviews allow for a story to be told. Interviews
helped the researcher to gather a special kind of information (Merriam, 2009). Despite varying
forms of interviews, the purpose of this process allows the researcher into other people’s
perspective (B. Hinga, personal communication, September 13, 2017). When researchers use
interviews, this is a way to gather information and details from people that may not be directly
observable Patton (2002). As the researcher, personal interviews allowed for follow-up probing
questions to further my data collection and methods in understanding more about practices
female elementary principals employ when developing teacher leaders beyond the classroom.
Sample and Population
The initial organization and selection of possible quantitative survey participants was a
subjective and purposive process. Respondents were selected with a purpose, and chosen
specifically to provide relevant details as they coincided with the various research questions
(Maxwell, 2012). The proposed participants are all female elementary school principals who
have served in their current position for a minimum of two years. The researcher reached out to
35
current colleagues, former colleagues, and administrators who were recommended by trusted
educational colleagues. In an attempt to draw a large enough sample size, surveys consisting of
10 questions were sent out to 30 female elementary school principals who work in public K-12
school districts across the southern California area. In order to diversify my data, I aimed to
survey female elementary principals from different school districts both high performing and
those who are continuing to strive to close the achievement gap.
As previously mentioned, survey participants were instructed to check the box on the
survey if they were interested in participating in an interview. With qualitative methods in mind,
the initial goal was to get a minimum of five interview participants in order to expand upon
survey responses. Purposive sampling was used in order to attempt to choose respondents that
would likely be able to provide me as the researcher with specific information needed to answer
the research questions (Maxwell, 2012).
Instrumentation
Collection of surveys and interviews have long been used as a triangulation strategy to
gather findings and explore the depth of complexity that emerges from the data (Patton, 2002).
As outlined in the conceptual framework, much of the literature exists from the point of view of
the teacher and what they look for in a site administrator in building leadership capacity.
However, little research exists from a female elementary school principal perspective and how
they attempt to build teacher leaders at their school sites. As the researcher, I wanted to survey
and interview female elementary school principals who I felt confident were working to recruit,
build, and foster teacher leadership.
The survey was constructed with 10 questions centered around teacher leader
identification, recruitment, retention, and access. Survey responders’ personal information was
36
kept confidential and respondents used the Likert scale provided to answer questions directly
aligned to the research questions.
Along with surveys, semi-structured interview questions were also used. Questions were
previously piloted to account for adjustments in conjunction with the research questions. Due to
the nature of the research questions and an examination of promising practices from female
elementary site administrators, the questions in the interview vary by type. As the researcher, I
used a variety of questions to bring forward different types of information (Merriam, 2009). The
use of opinion, background, experience, and devil’s advocate questions were included to gain
further insight about female elementary school principals’ attempt to foster capacity for teacher
leaders beyond the classroom setting.
Participation in the mixed-methods study was completely voluntary. The results from the
survey and interviews were used solely for this study, and data collected was not labeled with
any identifiers or personal information.
Data Collection
The initial survey consisted of 10 questions utilizing a Likert scale and was created to be
completed in less than 10 minutes. This was done to try and get a large number of survey
responses back, and also limit the inconvenience to participants. It was anticipated that there
would be at least 25 survey respondents. All 10 survey questions were entered into an online
survey tool called “Survey Monkey.” This allowed for the researcher to send a link to
participants via email and gather responses electronically.
Following the collection and analysis of the surveys, personal outreach was made to
selected female elementary school principals who indicated that they would be interested in
participating in an interview. For all interviews, the researcher allowed the respondents to
37
choose the setting in hopes of increasing the comfort level and convenience. Additionally, all of
the interviews took place outside of school hours and once school had been dismissed for
summer break. This was significant because female elementary school principals are historically
the only administrator on campus, and the researcher wanted to meet in a time period where
competing demands may be less.
Prior to starting the interviews, this researcher outlined in the protocol that the interviews
would take approximately 30 minutes. To focus on the responses from the interview
participants, an app was utilized on an iPhone called Rev Recorder.
Before sending out surveys, engaging in interviews, and doing research, an application
was completed and submitted to the Institutional Review Board (IRB) at the University of
Southern California to obtain approval for this mixed-methods study.
Data Analysis
To learn more about how female elementary school principals work and attempt to build
capacity for teacher leaders beyond the confines of the classroom setting, a mixed-method
approach was used. Questions in the survey and the interviews were aligned to the research
questions. A study is strengthened by multiple measures, perspectives, and varying measures in
the form data triangulation (Patton, 2002). Each of the five research questions were analyzed
according to the Figure A.
38

Figure A: Triangulation of Data
Summary
For the purpose of this study, a mixed-methods approach presented as the most
appropriate form of research to address the specific research questions exploring ways female
elementary school principals attempt to build capacity to foster teacher leaders beyond the
confines of the classroom walls. Surveys with a Likert scale and one-on-one personal interviews
with current sitting female elementary school principals helped to collect data for analysis in this
study. In Chapter Four, the summary and results from the surveys and interviews described in
this chapter will be analyzed and reflected in conjunction with the five research questions
included for this study.

39
CHAPTER FOUR: FINDINGS
Background
The findings from a mixed-methods study intended to uncover the specific practices and
strategies that female elementary school principals in K-12 southern California public schools
attempt to build capacity for teacher leaders are reported in Chapter Four.
Using a quantitative method approach, a 10-question Likert Scale survey was conducted
that gathered information from survey participants’ feelings regarding teacher leaders,
identification of teacher leaders, and promotion of teacher leaders. The researcher worked to
ensure the questions were relevant to the research questions, and the survey would not take
longer than 10 minutes to complete. The survey also asked if respondents were interested in
participating in a follow up one-on-one interview. The survey instrument was accessible to all of
the 32 female elementary school principals through an online survey tool called SurveyMonkey.
The survey designed for this study intended to provide clear statistical data regarding female
elementary school principals and their opinions and practices regarding capacity building for
teacher leaders.
Qualitative data was collected through the use of three interviews from three female
elementary school principals who have served in their current position for two or more years. It
is common in the field of education and studies with qualitative research to utilize interviews
(Merriam, 2009). Question types included open ended, devil’s advocate, opinion, experience,
and ideal perspective surrounding defining teacher leaders, the use of teacher leaders at the
school site, and the promotion of teacher leaders beyond the confines of the classroom setting.
In order to more deeply connect with the interviewee without taking notes, the researcher utilized
an online recording tool on the iPhone called Rev Recorder. The 10 interview questions
40
contained probing follow up questions if applicable to dig deeper into responses (Merriam,
2009). Both the survey and interview instruments are located in the appendix; the Survey Cover
Letter is in Appendix A and Appendix C has the survey; and the interview protocol is in
Appendix B.
Research Questions
This chapter is organized into the response rates of survey participants and the research
findings from both qualitative and quantitative data. In addition to this, the triangulation of data
using the current literature on female elementary school principals and building capacity for
teacher leaders is discussed in alignment with the research questions posed for this study:
1. How are teacher leaders defined by female elementary principals in southern California
K-12 unified school districts?
2. What strategies do female elementary school principals attempt to use in building
capacity for teacher leaders beyond the confines of the classroom setting in public
southern California K-12 unified school districts?
3. How do female elementary school principals utilize teacher leaders in elementary schools
located in southern California K-12 unified school districts?
4. What barriers exist for female elementary school principals in building capacity for
teacher leaders in southern California K-12 unified public schools?
5. How do female elementary school principals identify effective strategies in attempting to
build capacity for teacher leaders beyond the confines of the classroom setting in
southern California K-12 unified school districts?

41
Purpose of the Study
The purpose of this study was to examine female elementary school principals who have
served in their current role for two or more years in southern California K-12 public schools and
work to attempt to build capacity for teacher leaders beyond the confines of the classroom
setting. Studying and recognizing practices of female elementary school principals may help to
better identify, support, and foster teacher leaders on elementary school campuses.
Coding of Data
The use of coding is a key component of the data analysis process. With coding, it
allows the researcher to further answer research questions and expand on a given topic
(B. Hinga, personal communication, November 15, 2017). The role of researcher was to take all
of the qualitative and quantitative data and organize them into reoccurring themes or topics that
closely aligned to the five research questions (Merriam, 2009). From there, codes were linked
into categories for organization and flow (Merriam, 2009). The coding process in conjunction
with the current body of literature on female elementary school principals and their attempts to
build capacity for teacher leaders were examined to create the findings of this study.
Findings
An analysis of survey data and interview responses along with the current body of
literature is presented to answer the five research questions in this study. In collecting and
analyzing data on female elementary school principals and their attempts to build capacity for
teacher leaders, the researcher was able to modify theory in a reflexive process (Maxwell, 2012).
Quantitative results from the Likert Scale survey were used to gather statistical data
which contributed to the analysis. The Likert Scale survey was sent to 32 female elementary
school principals in K-12 southern California public schools who have served in their current
42
position for two or more years. Out of the 32 surveys that were sent electronically, 17 were
completed to arrive at a 53.125% response rate.
Qualitative data was gathered from one-on-one interviews with three sitting female
elementary school principals in K-12 unified school districts all in southern California. The
female elementary school principals must have served for a minimum of two years to be
interviewed. These women were selected based on their willingness to participate, their
reputation for cultivating teacher leaders, and an interest in sharing best practices for fostering
teacher leaders. The interview protocol allowed to further expand, clarify, and explain the
statistical data found in the surveys. The rationale for the structure of the interview protocol
came from class discussions and also careful review of the five research questions.
Participant one (who will be Principal A in this study) described herself as a servant
leader and works for a large suburban school district. She is entering her fifth year as an
elementary school principal. Participant two (who will be Principal B in the study) has served an
elementary school principal in California as well as Connecticut. She has over 20 years of
experience in education, and is currently serving in one of the most highly innovative unified
school districts in the county. Lastly, participant three (who will be Principal C in the study)
followed a more traditional career path. She served as a classroom teacher, teacher on special
assignment known as an academic program coach (APC), and then elementary school principal
where she has served for the past seven years. The triangulation of data aims to add to the
limited body of literature that currently exists regarding female elementary school principals and
specific practices that they employ to identify, recruit, and promote teacher leaders beyond the
walls of the classroom setting.

43
Research Question #1
How are teacher leaders defined by female elementary principals
in K-12 unified school districts?
Years of Service in the Classroom

Teachers develop throughout their careers by being reflective, making sense of their daily
interactions with students, and participating in professional development (Struyve, Meredith, &
Gielen, 2014). This also contributes to the development of how teachers expand their leadership
skills. Before arriving at the definition of a teacher leader, the researcher issued a Likert Scale
survey in which respondents were asked about specific years of service in regards to teacher
leaders. Survey respondents were presented with a statement which indicated that a teacher
leader can only be identified after they have been teaching two or more years. Eleven of the 17
survey respondents indicated that they disagreed with this statement.

Table 1
Years of Service for Teacher Leaders
Answer Options Percent Frequency
Strongly Agree
Agree 23.53 4
Neutral
Disagree 64.71 11
Strongly Disagree 11.67 2

44
The literature speaks about the role and the importance of a classroom teacher. Teachers
are allowed to fulfill their duties as a teacher in their own unique way within the four class walls
(Struyve et al., 2014).
Because the literature describes the value in serving as a classroom teacher, and how that
can aide in developing leadership, all three interview respondents were asked if they served as a
classroom teacher prior to serving in their current position. Some of the interview respondents
also shared their opinions about serving as a classroom teacher before serving in an
administrative position. Principal C served as a teacher for 17 years before accepting her current
position as principal and stated:
I think the answer is different for every person, but I definitely think understanding what
a teacher goes through is important. What determines the amount of time, I do not know.
Is it five years, 10 years? I think each person will go through that, whether it is a short
amount of time or a fast time.
Principal B also served as a classroom teacher before becoming an elementary school principal.
She noted:
I was a teacher for 14 years, and I loved being a teacher. I taught third grade for 14 years
and was a program specialist for four years after that. I feel like I am a better
administrator because I spent so much time in the classroom. It takes awhile to really
learn a lot about education, classroom and being a leader. If you have only been teaching
a few years, you do not have all those opportunities.
Defining Teacher Leaders
The role of leadership has expanded, and so has the definition of a teacher leader
(Angelle & Schmid, 2007). The literature defined a teacher leader as someone who has
45
credibility and relates well to others (Martin, 2007). A teacher who is willing to work alongside
a principal that looks at a brighter future and improving the school is what teacher leadership is
all about (Angelle & Schmid, 2007). Interview respondents relaid similar feelings in their
descriptions of teacher leaders. Principal A looks for consistency in potential teacher leaders.
She stated that, “Consistency brings about predictability in a way that is safe and secure.” In
addition to this, Principal B described a teacher leader based on her own observations and
background:
A teacher leader is someone that can take on that role as a leader, is not afraid to stand up
for or talk about things that they believe in or that they feel are good practices. They are
also collaborative and willing to help others to make a change or two.
Principal C has served as a classroom teacher, and was identified early on as a teacher leader by
a principal mentor. She defined a teacher leader as:
Any of them are teacher leaders. I think it is whether or not they choose to lead. I think
all of them are experts in their areas. All of them have things to offer and unique
perspectives.
In an elementary school setting, teacher leaders may be isolated just to the school site, or
exceed beyond the borders of the organization (Struyve et al., 2014).
Research Question #2
What strategies do female elementary school principals attempt to use
in building capacity for teacher leaders beyond the confines of the classroom
setting in public southern California K-12 unified school districts?

46
Teacher Leaders on Campus
Despite the growing body of literature that indicates teacher leaders are valuable and
cannot fully be executed without the support of the school leader, research is limited on how
principals tap into teacher leaders on campus (Angelle & Schmid, 2007). Historically, teacher
leadership on elementary school campuses emerge from being assigned or those who volunteer
(Martin, 2007). Before exploring the use of specific strategies attempted by female elementary
school principals, survey respondents were asked about the presence of teacher leaders on their
campuses. As can be seen in Table 2, 94.12% of respondents indicated that they agree or
strongly agree that teacher leaders are present on their school campus.

Table 2
Teacher Leaders on School Campus
Answer Options Percent Frequency
Strongly Agree 70.59 12
Agree 23.53 4
Neutral
Disagree
Strongly Disagree 5.88 1

Studying school leadership and teacher leadership will provide a window in which to
learn about how teachers self-identify as leaders (Angelle & Schmid, 2007). Research showed
that there is a critical need for teacher leadership on elementary school campuses (Martin, 2007).
Although teacher leadership is prominent in the literature, little is known about the specific
47
strategies or processes elementary school principals used to ignite teacher leadership (Mullen &
Jones, 2007).
Strategies Used by Female Elementary School Principals
Fostering instructional leaders on a school site seems to really emerge with the gentle
prodding of capable elementary school principals (Guiney, 2001). Research suggested that
female elementary school principals have the ability to influence conditions that support quality
interactions between themselves and teachers on their campuses (Spillane & Kim, 2012).
Katzenmeyer and Moller (2001) found that many female elementary school principals choose
teacher leaders for formal roles based on skill set, grant writing, and instructional skills as it
relates to best practices. Because of this research, participants were surveyed and asked if
teachers at their school sites are encouraged to work with site administrators regarding leadership
opportunities. As shown in Table 3, 58.82% of the 17 respondents strongly agreed.

Table 3
Teacher Leadership Opportunities
Answer Options Percent Frequency
Strongly Agree 58.82 10
Agree 41.18 7
Neutral
Disagree
Strongly Disagree

48
In speaking with interview participants, each respondent was asked about their opinions
on serving as a classroom teacher prior to an administrative position. Principal B expressed the
importance of being a classroom teacher for some time before stepping into an administrative
role:
I think that a teacher that only has a few years’ experience would be different as an
administrator than a teacher that has had at least five years of experience teaching. I
think it takes a while, even if you are a good teacher, it takes a while to really learn a lot
about education and the classroom and the building and being a leader. I just think that,
if you have only been teaching a few years, you do not have all those opportunities.
Principal C also shared the value of serving as a classroom teacher before stepping into
an administrative role:
I think the classroom time is important, and understanding what a teacher goes through,
what it is like to be in a classroom, what it is like to deal with kids, parents, and what it is
like to manage a classroom. It is a lot easier to have credibility with people. I do not
know what the timeline is, but I think you definitely have to have that experience to build
the credibility.
Learning Walks
Learning walks are becoming a more common strategy being utilized by school
administrators and teachers. Learning walks have been described as an opportunity for both
teachers and school leaders to collaborate (Zepeda & Lanoue, 2017). According to the literature,
school site administrators report that learning walks may be a way to build teacher capacity and
also increase achievement (Allen & Topolka-Jorissen, 2014). In order for learning walks to be
effective, female elementary school principals need to be highly skilled in observation and able
49
to conference with teachers in ways that promote leadership and strong instructional practices
(Zepeda & Lanoue, 2017). One specific strategy shared by Principal C outlined a process in
which she covers a short period of class so the teacher is able to go into another classroom to see
their colleague in action. This is an example of a learning walk she shared:
I have even started to give my Autism teachers the opportunity to lead. She has
phenomenal skills, and a lot of gifts and talents. I would ask her to go into a math class
with a kiddo who has been struggling, and say, “Will you go in and be a resource for that
teacher”?
Teachers are being encouraged by female elementary school principals to utilize learning
walks as a form of professional development (Allen & Topolka-Jorissen, 2014). Because of this
research, survey participants were asked to reply to the statement that teachers at their school
sites have opportunities to go on learning walks to observe their colleagues during the school
day. As seen in Table 4, the responses varied greatly by the survey participants.

Table 4
Learning Walk Opportunities
Answer Options Percent Frequency
Strongly Agree 23.53 4
Agree 11.76 2
Neutral 47.06 8
Disagree 11.76 2
Strongly Disagree 5.88 1

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Based on the varied responses by current female elementary school principals, the field
needs a greater understanding of how the practice of learning walks can support true teacher
leadership (Struyve et al., 2014).
Research Question #3
How do female elementary school principals utilize teacher leaders in
elementary schools located in southern California K-12 unified school districts?
Teacher Leaders in Action
According to the literature, teacher leaders are identified as problem solvers. They can
see an issue, concern, or trouble spot, and develop a variety of solutions (Martin, 2007). Some
teachers begin to take on leadership roles to aide in career advancements or improve student
learning (Urbanski & Nickolau, 1997). It is vital elementary school principals help and support
teachers to remake the educational profession and create a culture where they feel empowered
(Mullen & Jones, 2007). The use of teacher leaders by administrators often helps to bring about
change to a school campus (Whitaker, 1995). Principal B has used her English Language
Development Teacher and Resource Specialist to assist with presenting best practices at faculty
meetings and other school functions. She stated:
My ELD and RSP teacher have done presentations. I told them this is good practice, and
I give them examples of why it is good, and why it works. In some ways, it is great
because they are on the same level as a teacher.
Principal A spoke about a teacher on her campus that is a leader at her school, and
someone, “that I could totally see moving forward in the district.” She also described this person
and how they have stepped up to lead this way:
51
She takes on that leadership role for us. She is also that, my union rep as well. The other
good thing about her is that she has her background in behavior. She is able to look at
situations objectively as a behaviorist.
Site-Based Decision Making
In addition to female elementary school principals working to identify and utilize teacher
leaders, some educators are naturally stepping into similar roles. Every school site has some
teachers who are well respected by others, and may be participating in structure leadership roles
prior to the encouragement of their female elementary school principal (Whitaker, 1995). It is
important that female elementary school principals include teachers in site-based decision
making. According to the literature, more effective female elementary school principals
frequently go to key teachers for input in decision making (Whitaker, 1995). Based on the
research, survey questions explored principals and their stance on seeking input from teachers as
stakeholders in decision making. As seen in Table 5, the majority of the respondents agreed or
strongly agreed that teachers on their campuses are able to participate in site-based decision
making.

Table 5
Teachers in Site-Based Decision Making
Answer Options Percent Frequency
Strongly Agree 64.71 11
Agree 35.29 6
Neutral

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Table 5 (Cont’d.)
Answer Options Percent Frequency
Disagree
Strongly Disagree

When female elementary school principals coordinate with teacher leaders in decision
making for the school, it provides a sense of empowerment. This has expanded the role and
involvement of teachers with school goals and policies (Davis & Wilson, 2000). In addition to
this, principals who coach teacher leaders with purposefully structured opportunities, it can yield
significant results and personal growth (Ballek, O’Rourke, Provenzano, & Bellamy, 2005).
Making Mutually Beneficial Connections
Many of the interview respondents described the power of making connections with and
engaging with people who possess potential teacher leader qualities while maintaining a
mentorship mentality. Principal A spoke about the time before she entered the classroom as a
teacher, and worked as a school volunteer for the school her children attended. She described a
time when the female elementary school principal at her children’s school would engage her to
consider her potential beyond volunteerism. The relationship building with that female
elementary school principal was described as this:
She was a relationship builder. She told me, “Your kids are back in school.” We would
sit in her office and talk until six or seven o’clock at night. Then maybe later I would be
driving by at night, and she is still there.
This was an example of connection and relationship building. By harnessing the
untapped resource of talented individuals, schools can expand leadership capacity (Ballek et al.,
53
2005). At times, teacher leaders are thriving right at the school site, but it has not yet expanded
beyond the walls of the classroom. In an ideal personnel scenario, an elementary school
principal would have an assistant principal to provide support. When asked about this and
promoting from current staff members, Principal B shared that this happened to her early in her
career, and how that influences her current approach to fostering teacher leader. Principal B
said, “If I was going to promote somebody [to assistant principal] within my school, it would be
somebody who the staff respects, and could take on that role as an administrator and not as a
colleague.”
According to the literature, the support of female elementary school principals of
building connections, offering guidance, and advice as role models is key to cultivating emerging
teacher leaders (Kwan, 2018).
Research Question #4
What barriers exist for female elementary school principals in
building capacity for teacher leaders in southern California K-12 unified public schools?
Challenges in Promoting Teacher Leaders
There is the difficult task of being faced with teachers who present with talents, but
barriers exist that prevent them from taking on teacher leader roles. According to Principal C,
some teachers may not want to take on more diverse roles despite presentable gifts and talents.
She described that for some it is possible lack of interest, some lack of confidence, or not feeling
ready to leave the classroom entirely. She mentioned:
I think some of them want to stand in the shadow and be told what to do rather than
offering up their opinion. I think all of them [my teachers] are leaders. It is just whether
or not they take the opportunity to lead each other.
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In addition to this, the literature described that even the most seasoned of elementary
school principals may struggle being able to motivate and develop authentic strategies with
teacher leaders presenting and sharing best practices (Allen & Topolka-Jorissen, 2014).
Shortage of Teacher Leaders
Research pointed out there does not appear to be a shortage of teacher leaders, but there
is a shortage of people willing to apply or take on administrative type of responsibilities (Stone-
Johnson, 2014). Principal C reported that she was never really looking for more responsibilities,
and at first did not want to take on more than her teaching role when approached by the site
principal. She said, “I was not really looking for it [administrator position]. I said, I am just not
ready yet.”
Another factor contributing to the shortage of teacher leaders is the barrier of teachers not
wanting to leave the classroom. Teacher leaders may be concerned about losing contact with the
children in the classroom, and having to deal with an overwhelming number of difficult parents
(Adams & Hambright, 2004).
Outsiders with Peers
According to the survey data, an overwhelming number of female elementary school
principals at 94.12% agreed or strongly agreed that teachers feel engaged and empowered
speaking with site administrators when expressing interest in leadership opportunities.
According to one study, teachers felt that female elementary school principals were supportive,
approachable, and nurturing (Adams & Hambright, 2004). Table 6 outlines the results of female
elementary school principal survey responses in regards to the survey statement indicating that
teachers feel engaged and empowered at their school site when leadership opportunities are
presented.
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Table 6
Empowerment with Leadership Opportunities
Answer Options Percent Frequency
Strongly Agree 29.41 5
Agree 64.71 11
Neutral 5.88 1
Disagree
Strongly Disagree

Despite female elementary school principals reporting that emerging teacher leaders feel
empowered with prospective leadership opportunities, some teacher leaders assigned to
administrative type of responsibilities have reservations. Some reported that at times, they no
longer feel like a teacher in the eyes of their teacher colleagues, especially in regards to
evaluations (Struyve et al., 2014). Principal B described something similar to this based on her
early years as a site administrator when she was promoted from classroom teacher to assistant
principal at the same school she had worked at. Principal B recounts the experience like this, “I
was an assistant principal at the school I taught at for 14 years. I had to realize that people I was
good friends with are ones I may be evaluating. That was difficult.”
Whether formal or informal, newly appointed teacher leaders need to earn teachers’
affirmation in order to gain their cooperation (Kwan, 2018). Because of this potential hurdle,
some argue that despite the growing number of leadership opportunities, teacher leaders also do
not want to move into this role because of the increased workload (Stone-Johnson, 2014). In
addition to this, the literature outlined that teacher leaders cite politics between their teacher peer
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group as a contributing barrier. Internal and external political issues within teacher leader
responsibilities outside of the classroom presents as a turn off (Adams & Hambright, 2004).
Research Question #5
How do female elementary school principals identify effective strategies
in attempting to build capacity for teacher leaders beyond the confines
of the classroom setting in public schools southern California K-12
unified school districts?
School leaders and practitioners need to understand the teacher role beyond the classroom
and provide meaningful opportunities for teachers to lead (Angelle & Schmid, 2007). Before
identifying effective strategies, the researcher inquired with interview participants to learn how
they define their own leadership. Then, the researcher worked to discover if female elementary
school principals were able to identify successful strategies that resulted in teacher leader
responsibilities beyond the classroom in the form of sharing best practices, promotion, or
partnerships. Effective female elementary school principals serve as change agents when they
successfully build capacity for teachers to engage in innovative practices, while still engaging in
those that may be familiar (Allen & Topolka-Jorissen, 2014).
Identifying Personal Leadership Styles
Many female elementary school principals provide leadership and coaching opportunities
for teachers. In a coaching relationship, people often reflect on their strengths, needs to improve,
and past experiences to draw upon innovative ideas and practices (Patti et al., 2011). As part of
the study, each female elementary school principal interviewed were asked to describe their own
leadership style. Principal A shared that she is a “servant leader.” “I will get in there and work
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with you. What I like is the relationship building. I am not so much transformational, not yet. I
want to be, and I feel like that is where I am heading.”
Principal B stated that her leadership style is very collaborative. “I feel like it definitely
takes a team. I cannot do everything on my own. When you have a good staff that trusts you,
and you give them those leadership opportunities, I think that makes all the difference.
Principal C reported that her style of leadership is oriented towards servant leadership.
I try to find out how I can come alongside of people and help. I try to build that
leadership in others. I cannot say that I have a perfect relationship with all my staff
members because some just do not want to have those relationships, but I think it is very
much a relational type of leadership.
Presenting Best Practices
It is essential that female elementary school principals create an environment that helps to
empower teacher leaders (Mullen & Jones, 2007). Teachers on elementary school campuses
have a strong voice. Teacher leaders can serve as change agents, because they have credibility
with other teachers (Urbanski & Nickolau, 1997). An example of this opportunity for change is
peer coaching as stated by Principal B. Principal B likes to give individuals the chance to show
leadership for peers:
I give them leadership roles as far as presenting or taking on something that they could
kind of take the reins with and plan. I would be modeling for them, checking in on them,
giving them the opportunity to ask questions, and giving feedback on what I saw.
Sharing best practices with staff members helps to support teacher leaders on elementary
school campuses. As can be seen in Table 7, 10 of the 17 female elementary school principals,
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58.82%, surveyed agreed that teachers at their school site have opportunities to present best
practices at faculty meetings regularly.

Table 7
Presenting Best Practices
Answer Options Percent Frequency
Strongly Agree 35.29 6
Agree 58.82 10
Neutral 5.88 1
Disagree
Strongly Disagree

Principal A described how she recently used staff members to create instructional
leadership teams (ILT). She stated, “We formed these ILT groups. They have been helping me
with some bigger ticket items. We started a parent advisory committee just for special education
parents. That has been a huge improvement for us.”
Principal B was tasked with reinventing the school site’s performing arts group. She
decided to use specific teachers to help and engage with this process. “With our performing arts
program, I had two teachers involved in making decisions on the best way to change our
program, and a new hire.”
Principal C admitted that, “she is not a micromanager.” Because of this, she utilized
teacher leaders to help with the roll out of Leader in Me at her school site.
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I pretty much handed the committee over to them. I said, “This is your school site. You
guys know the kids.” I think this also gives them freedom and it gives them the ability to
take risks, and I am okay with them taking risks.
Promotion
When asked about promotion under their leadership, Principal C shared that four teachers
were promoted in the last two years to a position of Teacher on Special Assignment (TOSA) or
Academic Program Coach. She outlined that her role with each of those promotions varied, but
all involved her supporting the various teachers with their specific leadership traits. Principal C
described it like this:
I had lots of opportunity to mentor. Just giving them that extra encouragement, even
though knowing I may lose them at my school site. I told them, “You are not going to
hurt my feelings if you move on. Of course, I am going to be sad, but we will be okay
and we will move forward. You are going to move forward.”
By promoting teacher leadership at elementary school campuses, schools have the
opportunity to foster collaboration between teachers and the female school principal (Struyve et
al., 2014).
Recommendations for Teacher Leaders from Female Elementary School Principals
The principal voice is missing from much of the literature that advocates for the use of
teacher leaders on elementary school campuses (Angelle & Schmid, 2007). In an attempt to
close this gap, the researcher asked interview participants for specific pieces of advice that they
would want to impart upon current or aspiring teacher leaders on an elementary school campus.
To increase the number of capable classroom teachers to support female elementary school
60
principals with initiatives and improved levels of instructional practice, it is essential that teacher
leaders continue to be developed and fostered (Jacobs et al., 2014).
Sharing Personal Journeys
Through the course of this mixed-methods study, female elementary school principals
shared excerpts from their personal journeys in getting to their current positions. Principal A
described a time in her career where she recalled having a string of less than favorable school
principals, and decided to apply for one when an administrator job opened up.
You put your money where your mouth is. I tell my husband that I maybe want to
become a principal. I talk crap about these people, but yet, do I really know what it is
like? That is how my road to principalship was basically a challenge to myself, let’s see
what I can do.
Principal C described her former principal, a person who previously held her current
position.
He did a lot of mentoring with me when I was in the academic program coach position.
It was a unique relationship where he saw something in me and saw that I would be able
to do this [be principal] someday.
Being Ready When the Job is
While some teachers may not even realize that they possess the abilities to think about
leadership beyond the classroom setting, some consider new opportunities because a principal
mentor recognized their capabilities (Hauserman et al., 2013). Introducing teacher leadership
beyond the classroom demonstrates a new social-professional relationship that has the ability to
turn norms upside down (Struyve et al., 2014). The role of the principal is dynamic. Principals
set the culture for the school site, and have a unique opportunity to nurture and elevate teachers
61
on a campus (Hauserman et al., 2013). Principal C was proud to share details about a talented
teacher leader who was reluctant to even consider the position of Academic Program Coach, a
position he currently holds.
I just kicked him in the butt and said, “You need to do this.” I really talked with him
about why I felt he needed to take this step because he has gifts and talents that are not
being utilized in this position and you can use them for more people.
Principal A described leadership in a variety of ways when it comes to teachers who she
has defined as a leader.
If they do not want to be a leader in the district, then do it at the school site. Keep your
door open, and just walk right next door to your friend’s [classroom], and just pop in. Let
them be a leader on campus.
Principal B indicated that, I have a few teachers who do not have their administrative
credential that I have talked to. I thought that some of them would be good leaders, but some of
them do not want to go that route.”
Female elementary school principals have the ability and capacity to build confidence for
teachers who are ready to step beyond the confines of the classroom. They know that when
supported, teacher leaders experience duties beyond the classroom, they are able to broaden and
deepen their own expertise (Struyve et al., 2014).
Summary
It is clear that the role of a female elementary school principal has become more complex
over time, and teacher leaders are needed to expand the increasing demands (Stone-Johnson,
2014). To address this, as part of a mixed-methods study, 17 female elementary school
principals were surveyed and three interviewed. These female administrators were given the
62
opportunity to provide a variety of strategies, beliefs, and experiences in fostering teacher leaders
on their school campuses. Each respondent started their career as a classroom teacher and were
able to describe mentors that paved the way for them on their professional educational journey.
The results from this study indicated that female elementary school principals are
working to expand the role of teacher leadership at their school sites. These female elementary
school principals in the research reported that previous teaching experience and utilizing
administrative encouragement helps to develop teacher leaders on school campuses. As
indicated in the results, site-based decision making and the opportunity to present best practices
at faculty meetings are becoming more common for emerging teacher leaders. Further, the
female elementary school principals in the research reported that teachers need to be ready when
the job is ready. Due to the changing complexity of an elementary school principal job, teacher
leaders are able to carve a unique place on the school campus for meaningful organizational
change.
Even though teacher leaders are emerging and needed, barriers still exist that hinder
talented educators from stepping away from the confines of the classroom. Research within the
literature described more responsibility as a potential root for feeling like an outsider among
teacher colleagues. Also, many teachers who display the qualities of a leader do not want to take
on tasks that may pull them from the classroom and their students.
Much of the research about elementary teachers seeking professional growth and
leadership opportunities comes from the point of view of the teacher and what they look for from
their site principal. Little research exists from the female elementary principal’s point of view.
The need for studies to help us understand the way female elementary school principals speak
and feel their world of leadership in relation to teacher leaders is essential and desired (Mertz &
63
McNeely, 1998). More research is required to examine practices of female elementary school
principals and how they foster the capacity for leadership in those classroom teachers who are
seeking more responsibilities related to education and educational administration.
A final discussion of the major findings and implications for further study and practice
will be explored in Chapter Five.

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CHAPTER FIVE: CONCLUSIONS AND IMPLICATIONS
Introduction
The role of a female elementary school principal has changed in recent years. The
principalship job today is more demanding, and therefore, these leaders are enlisting support
from teachers in the classroom (Ferrandino, 2001). Female elementary school principals in
southern California K-12 public schools are working to build capacity for aspiring teacher
leaders beyond the classroom setting. There is a critical need for teacher leadership participation
in order to contribute to the overall success of an elementary school site (Martin, 2007).
According to the research, teacher leaders are emerging in a variety of ways in schools.
However, little literature exists from the point of view of female elementary school principals
and the specific practices or strategies used to define, recruit, and build teacher leaders. The
literature on female elementary school principals showed a shift in the role of a principal from
manager to instructional leader (Mullen & Jones, 2007).
Purpose of the Study
The purpose of this study was to examine female elementary school principals who have
served in their current role for two or more years in southern California K-12 public schools and
work to attempt to build capacity for teacher leaders beyond the confines of the classroom
setting.
Research Questions
The following research questions were used for this study:
1. How are teacher leaders defined by female elementary principals in southern California
K-12 unified school districts?
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2. What strategies do female elementary school principals attempt to use in building
capacity for teacher leaders beyond the confines of the classroom setting in public
southern California K-12 unified school districts?
3. How do female elementary school principals utilize teacher leaders in elementary schools
located in southern California K-12 unified school districts?
4. What barriers exist for female elementary school principals in building capacity for
teacher leaders in southern California K-12 unified public schools?
5. How do female elementary school principals identify effective strategies in attempting to
build capacity for teacher leaders beyond the confines of the classroom setting in
southern California K-12 unified school districts?
Methodology
A mixed-method approach was used for this study. Quantitative data was collected using
a Likert Scale survey that was distributed to 32 female elementary school principals in K-12
public schools in southern California. Qualitative data was gathered by one-on-one, in person
interviews with three sitting female elementary school principals who have served in their
current role for two or more years. The surveys and semi-structured interview questions
contributed to the data for coding, interpretation, and analysis through the triangulation process.
Results and Findings
The findings in this mixed-methods study were based on the data collected and analyzed
by the researcher. The results and findings section will interpret the results of both quantitative
and qualitative data while coinciding with the existing body of literature.

66
Research Question #1
How are teacher leaders defined by female elementary principals
in southern California K-12 unified school districts?
Years of Service in the Classroom
Discussions and stories in regards to years of service as a classroom teacher was a
reoccurring theme that emerged from both interviews and surveys. Serving as a classroom
teacher before stepping into a teacher leader role provides individuals with higher levels of
meaningfulness and commitment to a task (Davis & Wilson, 2000).
Defining Teacher Leaders
Principals’ voices were absent from much of the literature that advocates for defining
teacher leadership, which makes defining a teacher leader challenging (Angelle & Schmid,
2007). For the purpose of this study, a teacher leader has been defined as someone who has
credibility and works well with others (Martin, 2007).
Research Question #2
What strategies do female elementary school principals attempt to use in building
capacity for teacher leaders beyond the confines of the classroom setting
in public southern California K-12 unified school districts?
Teacher Leaders on Campus
The findings from the research and the literature supports female elementary school
principal interviews and survey respondents regarding teacher leaders being present on school
campuses. Recognizing potential teacher leaders on an elementary school campus plays an
important role in cultivating an environment that empowers those to serve beyond the confines of
the classrooms (Davis & Wilson, 2000).
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Strategies Used by Female Elementary School Principals
While the literature continues to be limited on specific strategies and practices employed
by female elementary school principals in attempting to build capacity for teacher leaders,
research indicated that building leadership empowerment in others is important. Female
elementary school principals must find ways to be innovative, and include teachers in site-based
decision making (Ferrandino, 2001). The reoccurring theme of female elementary school
principals utilizing teacher leaders continues to emerge. Principals are now sharing
responsibilities with teacher leaders and giving them platforms to display their skill sets for
collective success (Ballek et al., 2005).
Learning Walks
According to the research and literature, a learning walk is an opportunity for teacher
leaders to support instructional practices and strategies among their teacher colleagues. This
strategy allows for increased leadership opportunity and development of skills (Zepeda &
Lanoue, 2017). Female elementary school principals who assist in facilitating learning walks
can allow teacher leaders to assist more novice educators in teaching, instruction and learning
(Spillane & Kim, 2012).
Research Question #3
How do female elementary school principals utilize teacher leaders in elementary
schools located in southern California K-12 unified school districts?
Teacher Leaders in Action
Ferrandino (2001) reported that female elementary school principals not only need to
identify teachers who show leadership potential, but also provide opportunities for them to
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display that leadership for others. When teacher leaders enter into formal leadership roles, they
can gain valuable experience and strengthen their levels of expertise (Ballek et al., 2005).
Site-Based Decision Making
The major theme that presented itself in regards to teacher leaders was their role in site-
based decision making in a beneficial way. When teacher leaders are active in decision and
policy making, systemic change is possible (Mullen & Jones, 2007).
Making Mutually Beneficial Connections
When female elementary school principals work alongside teacher leaders, that
relationship allows for school improvement (Angelle & Schmid, 2007). Research continued to
show that as the dynamic of the principal position changes, the need for talented teacher leaders
is critical for the overall success of the organization. The powerful contribution of teacher
leaders with site level administration can help shape a school’s culture and build resiliency
(Martin, 2007).
Research Question #4
What barriers exist for female elementary school principals in building capacity
for teacher leaders in southern California K-12 unified public schools?
Challenges in Promoting Teacher Leaders
Even after identifying teacher leaders, female elementary school principals sometimes
faced challenges in promoting classroom teachers with more leadership opportunities beyond
their teaching assignments. There were some identified teacher leaders who feel uncertain and
uneasy about accepting new roles and responsibilities while working in conjunction with their
female elementary school principal (Kwan, 2018).

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Shortage of Teacher Leaders
Even with strong leadership skill sets, much of the research showed that some potential
teacher leaders were not ready to give up their classroom teacher roles. A lot of promising
teacher leaders are fearful of the steep learning curve that comes with the additional
responsibilities in accepting teacher leader opportunities outside of the classroom (Jordan, 2010).
Outsiders with Peers
Most teachers who take on leadership roles do not see themselves as leaders, especially in
regards to alignment with teacher peers and colleagues (Angelle & Schmid, 2007). A significant
theme that ran among the literature for teacher leaders was the feeling of being an outsider. The
establishment of teacher leaders accepting and the perception of serving as an administrator
among peers was a real concern (Kwan, 2018).
Research Question #5
How do female elementary school principals identify effective strategies in
attempting to build capacity for teacher leaders beyond the confines of the
classroom setting in southern California K-12 unified school districts?
Identifying Personal Leadership Styles
In order to best support potential teacher leaders on school campuses, female elementary
school principals work to identify their own leadership styles in helping to empower others.
Within that reflection and in the research, female elementary school principals found that for
them to build capacity for others, they themselves need to be able to confidently share their
knowledge, expertise, and have a relationship built on trust and respect (Zepeda & Lanoue,
2017).

70
Presenting Best Practices
Research continued to support female elementary school principals and their role in
having teacher leaders present best practices as one example of building leadership capacity.
School leaders who are committed to sustainable school improvement employ teacher leaders to
present lessons, ideas, and strategies for the teacher colleagues (Mullen & Jones, 2007).
Promotion
As evident in the findings, the positive influence and support of a female elementary
school principal helped teacher leaders feel empowered to explore new roles and responsibilities
(Kwan, 2018). Research suggested that teacher leadership and promotion of teacher leaders is
most effective when tasks and roles are embedded in best practice, and not artificial (Spillane &
Kim, 2012).
Recommendations for Teacher Leaders from Female Elementary School Principals
The importance of gaining experience as a classroom teacher before stepping into a
teacher leader role was a major theme that came out of the responses. In addition to this, the
research and responses reminded teacher leaders to be prepared for relationships among their
teacher colleagues to potentially change. During the first years of added responsibilities and
leadership roles for teacher leaders, fellow colleagues may tend to interact less frequently
(Smylie, 1992). Despite this, classroom teachers are the experts on students, so it is a natural fit
to have teacher leaders working alongside administrators in a supportive environment in order to
create a positive shift in school culture (Urbanski & Nickolaou, 1997).
Sharing Personal Journeys
When speaking of teacher leaders, the topic of educational career journeys was very
personal to the women surveyed and interviewed. Female elementary school principals
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described years in the classroom, the role of a memorable mentor, and relationships as being
important tools as they gained experience from classroom teacher to administrator. The research
also supported this by saying that, it takes time to develop your skill sets, knowledge, and
abilities to transform as a leader (Zepeda & Lanoue, 2017).
Being Ready when the Job is
A significant theme to emerge from the research was ensuring that teacher leaders are
ready to assume new roles when the roles are ready. Self-aware and empathetic administrators
will coach and empower teacher leaders to accept and thrive in roles beyond the confines of the
classroom setting (Patti et al., 2011).
Implications of the Study
This study contributes to the limited body of literature that exists regarding female
elementary school principals and their attempts to build capacity for teacher leaders beyond the
confines of the classroom setting. Findings from this study aligned to the literature, suggest that
further implications for studying this particular demographic is essential in defining, recognizing,
and building teacher leaders on elementary school campuses.
Recommendations for Future Research
This study surveyed 17 female elementary school principals and interviewed three female
elementary school principals in K-12 southern California public schools. Findings from this
study uncovered further areas to be explored. The following are recommendations for future
research:
• Further explore the perspective of female elementary school principals and their opinions
on building teacher leaders.
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• Strengthen the research on specific practices that female elementary school principals
employ in building teacher leaders.
• Expand the research on teacher leaders from the female elementary school principal
perspective.
• Additional investigation as to barriers that prevent teachers from assuming teacher leader
roles beyond the classroom setting.
• Further research on the differences between female elementary school principals and
male elementary school principals and their attempts to build capacity for teacher leaders.
Concluding Remarks
This mixed-methods study demonstrated that despite the growing number of teachers
exploring advanced leadership opportunities beyond the classroom setting, little is known about
specific practices and strategies that female elementary principals use to grow teacher leaders at
their school sites. Because of this, this study explored what current female elementary school
principals are doing to utilize teacher leaders at their school sites.
Some of the key findings from the 17 female elementary school principal survey
respondents as well as the three principals interviewed, were that often times it takes a strong
administrative presence and push to help aspiring teacher leaders recognize their potential for
opportunities to shine outside of the classroom setting. Teachers may face barriers from
colleagues in making the transition from classroom teacher to teacher leader. In addition to this,
lacking the confidence to take on more administrative leadership tasks proved to be another
barrier described in the literature as well as the research.
Even though some classroom teachers may be reluctant to take on expanded leadership
responsibilities, the specific techniques used by female elementary school principals to
73
encourage and support these teachers is still needed. Additionally, defining and expanding the
title of teacher leader, attributes of a teacher leader, and the development of a teacher leader
needs to be explored further.
As the role of a female elementary school principal continues to expand, it is important
that these administrators continue to provide professional development and opportunities for
teachers to lead beyond the walls of the classroom.

74
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79
Appendix A
Survey Cover Letter

Dear fellow female administrators,

I am currently a doctoral student at the Rossier School of Education, University of Southern
California. My dissertation is studying female elementary school principals and how they work
to build capacity for teacher leaders beyond the confines of the classroom setting. I am working
under the guidance of Dr. Rudy Castruita as my dissertation chair. Along with Dr. Castruita,
Dr. David Cash and Dr. Laurie Love serve as committee members.

I have included a link to a short Likert Scale survey in which your participation is kindly
requested. I have received IRB approval from USC to proceed with my research. You as the
participant will remain anonymous in my dissertation.

I appreciate your consideration of this request. Should you have any questions or seek
clarification, I can be reached via email at leahyl@usc.edu.

Sincerely,

Lauren Leahy
Doctoral Candidate

80
Appendix B
Interview Protocol

Interview Question Type of Question (e.g., Devil’s advocate,
opinion, etc.)
How would you describe the path you took to
get to your current role as an elementary school
principal?
Background/demographic
Have you been a classroom teacher in your
career?
a. Probe: If yes:
i. How many years?
ii. Probe: If applicable, will you describe a
mentor who was supportive of your role not
only as a teacher, but also a teacher leader?
Background/demographic
How would you describe your leadership
style?
Opinion
How would you define a teacher leader? Opinion
How would you define a teacher leader? Opinion
Some people would say that you have to serve
as a classroom teacher for a certain period of
time before taking on administrative or
leadership roles.

What would you tell them?
Devil’s advocate
In an ideal scenario, an elementary school
would have an assistant principal position.

If you were to promote from within your
current staff for an assistant principal, what
would that look like?
Ideal perspective
Have you ever tasked a teacher(s) with
presenting best practices at a faculty meeting in
the 17-18 academic school year?
a. Probe: If yes:
i. How often?
ii. Probe: Will you please walk me through an
example of this?
Experience
Have you had any teachers from your staff be
promoted to a Teacher on Special Assignment
(TOSA) or administrative role within the last
two years under your leadership?

Experience

81
a. Probe: If yes:
i. How many?
ii. Probe: If applicable, will you describe the
mentoring role you played (if at all) in those
promotions?

Have you utilized a classroom teacher leader in
a recent site based decision that had a
significant impact on the site?
a. Probe: If yes:
i. Will you please walk me through an
example of this?
Experience
What advice do you have for teachers who
demonstrate leadership potential?

Opinion
What specific action steps do you take in
promoting teacher leadership at your school
site?

Experience

82
Appendix C
Survey Protocol

Please read each question or statement and circle the appropriate response that most
identifies with your leadership approach and style. This survey should take no longer
than five minutes to complete and has already been piloted in previous studies.

# Question Survey Scale 1= Strongly Disagree 2= Disagree 3=
Neutral 4= Agree 5= Strongly Agree
1 Teacher leaders are present on my
school campus.
1 2 3 4 5
2 A teacher leader can only be
identified after they have been
teaching for two or more years.
1 2 3 4 5
3 I speak up when leadership
opportunities are available for
teachers to participate in at my site.
1 2 3 4 5
4 Teachers at my site are able to
participate in site based decision
making.
1 2 3 4 5
5 Teachers at my site have
opportunities to present best
practices at faculty meetings
regularly.
1 2 3 4 5
6 Teachers at my site have
opportunities to go on learning
walks to observe their colleagues
during the school day.
1 2 3 4 5
7 Teachers are given collaboration
time for professional development
or professional learning
communities on a regular basis at
my site.
1 2 3 4 5
8 Teachers are encouraged to work
with site administrators regarding
leadership opportunities.
1 2 3 4 5
9 Teachers feel engaged and
empowered when speaking with
site administration when
expressing interest in leadership
opportunities.
1 2 3 4 5

Question 10 asks survey responders if they would be interested in participating in an interview.

83
Appendix D
General Email Recruitment Cover Letter

Good morning to my fellow female administrators,

I have had the great fortune to touch base with many of you in person regarding my dissertation
work at USC. I started in the fall of 2016 at Rossier School of Education, and I am currently at
the data collection stage of the process. I would LOVE your help in this next phase!

I have created a short 10 question survey that will likely take 2-3 minutes. I am reaching out to
female elementary school principals who have served in their current positions for a minimum of
two years and have been recommended for their skill set in building teacher leaders.

Please know that your responses will be anonymous.

The last question does ask if you would be willing to be interviewed about specific practices you
as a female elementary principal employ in building teacher leaders. Feel free to email be back
directly as well if interested.

My hope is that you're finding some time for yourself during these "slower" summer days. I
can't thank you enough in advance for considering taking the survey.

If you have any questions or need clarification, my email address is leahyl@usc.edu

The future is female! Fight on!

Lauren Leahy
Principal

Abstract (if available)

Abstract This study explored the specific practices that female elementary school principals employ in building capacity for teacher leaders. By studying the practices and philosophies of female elementary school principals in K-12 public unified schools districts in southern California, researchers can gain a better understanding of what encompasses defining, cultivating, and fostering teacher leaders. ❧ The research questions used to guide this study were: How are teacher leaders defined by female elementary principals in southern California K-12 unified school districts?

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Asset Metadata

Creator Leahy, Lauren Beth (author)

Core Title Female elementary school principals and building capacity for teacher leaders

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/20/2019

Defense Date 02/04/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag capacity,female leaders,leadership,OAI-PMH Harvest,teacher leaders

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Castruita, Rudy (committee chair), Cash, David (committee member), Love, Laurie (committee member)

Creator Email laurenbleahy@gmail.com,leahyl@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-122908

Unique identifier UC11675259

Identifier etd-LeahyLaure-7090.pdf (filename),usctheses-c89-122908 (legacy record id)

Legacy Identifier etd-LeahyLaure-7090.pdf

Dmrecord 122908

Document Type Dissertation

Format application/pdf (imt)

Rights Leahy, Lauren Beth

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA