Graduate Thesis Or Dissertation
 

An Exploration of Leadership in the Implementation of Collaborative Co-Teaching

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dv140180x

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  • This qualitative study explored the role of leadership in implementing co-teaching for English language development in K-12 settings, specifically, the role of leadership of administrators and teacher-leaders. Research has confirmed that school leaders substantially impact student outcomes and teacher effectiveness (Cheung et al., 2018; Leithwood et al., 2004; Liebowitz & Porter, 2019; Theoharis & O’Toole, 2011). Research also confirms that improving students’ learning is too large an issue for a single leader to do alone (Taylor et al., 2004). There is a growing body of research on teacher leadership and the integral role they play in implementing school reform and improvement of teacher practice (Cheung et al., 2018; Harris & Muijs, 2002; Hopkins et al., 2019; Taylor et al., 2004). The research in this dissertation explores the role that administrators and teacher-leaders play in the implementation of co-teaching as a model for English language instruction. Using grounded theory, I include the perspective and experiences of 22 K-12 educators from three school districts in Oregon. Findings from this dissertation offer insight into the rationale leaders use to implement co-teaching, the transformative and social justice leadership traits they embody to aid in the implementation of co-teaching, and the impact on co-teaching in the time of the COVID-19 pandemic. Throughout the manuscript, I discuss overarching themes that emerged and provide implications and future research and direction for administrators and teachers who may be considering implementing co-teaching in their respective schools and districts.
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