Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Jan A. Yow

Abstract

The purpose of this qualitative case study was to add to the understanding of attributes of a STEM teacher leader project that contribute to the growth of STEM teacher leader identity. Single case study design was employed to explore key experiences in a collaborative Science Technology Engineering and Math teacher leader project and to explore how those experiences enhanced the teacher leader identity of participants. This research includes seven programs from six universities across the United States. The perceptions of two subunits, program developers and program completers, were considered. Data collection began with a document review which included initial university program proposals and year-one program developer interview transcripts from the project. Following the document review, individual interviews were conducted. These interviews included at least one program developer from each of seven programs and a sample of program completers (n = 17) from across the programs.

An inductive coding approach was applied to uncover three categories of key experiences from both PD and PC perspectives: Opportunities to Lead, Professional Communities, and Opportunities to Learn and Grow. Nerstrom’s Transformative Learning Model (NTLM) framed the investigation into how these experiences enhanced the TL identity of PCs. A deductive approach to coding was taken to focus on how experiences transformed TLs’ identity. Findings suggest that as PCs were challenged with new leadership opportunities and encountered demanding learning and growing opportunities within supportive environments, their TL identities were enhanced. These insights may inform the planning and implementation of future TL programs at the district, state, or university levels.

Rights

© 2025, Paula Adams

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