Women in Teacher Leadership 

By 

Olivia Branton 

July, 2025 

Dr. Kristen H. Gregory 

Elementary Education 

Abstract 

This study examined the impacts of women teacher leaders on shaping instruction and 

collaboration across K-6 educational contexts in the United States. Utilizing a survey method, I 

gathered data through Likert-type and open-ended questions to explore how women teacher 

leaders shape collaboration and instruction. Researcher-developed tools were shared via social 

media and email to encourage broad outreach, though exact participant location data was not 

collected. Quantitative and qualitative data were analyzed to identify leadership characteristics, 

strategies, and their perceived influence on instructional practices. This research aimed to 

provide insights into the unique contributions of women teacher leaders and inform leadership 

development practices and policies within diverse educational environments. Quantitative 

findings suggested that leadership behaviors were generally consistent across demographics, 

while qualitative analysis revealed key themes of mentorship, modeling, inclusive leadership, 

and relationship building. These findings highlight the importance of empowering women 

teacher leaders through professional development that shows value to collaboration and 

reflective practices. By emphasizing the voices of educators, the study contributed to a deeper 



 

    

 

   

 

 

understanding of gender dynamics in teacher leadership, with implications for district-wide 

student success. 

Keywords: women teacher leaders, educational leadership, K-6 education, leadership 

development, collaboration 

 

  



 

    

 

   

 

 

  



 

    

 

   

 

 

 

Women in Teacher Leadership 

  

  

A Thesis 

Presented to the Faculty of the Department of Elementary and Middle Grades Education 

East Carolina University 

  

In Partial Fulfillment of the Requirements for the Degree 

Master of Elementary Education in Teacher Leadership 

  

  

By 

Olivia Mary Reynolds Branton 

July, 2025 

  

  

  

Director of Thesis: Dr. Kristen H. Gregory, Ph.D. 

Thesis Committee Members: 

Dr. Louis Warren, Ed.D. 

Dr. Angela Novak, Ph.D. 

 

  

  



 

    

 

   

 

 

© Olivia Branton, 2025 

 

 

 

 

  



 

    

 

   

 

 

Table of Contents 

Title ........................................................................................................................................i 

Copyright ...............................................................................................................................ii 

Table of Contents ...................................................................................................................iii 

List of Tables .........................................................................................................................vii 

List of Figures ........................................................................................................................viii 

Chapter 1: Introduction ..........................................................................................................1 

Purpose of the Study ..................................................................................................1 

Significance of the Study ...........................................................................................1 

Research Questions ....................................................................................................2 

Chapter 2: Literature Review .................................................................................................3 

Advocacy and Leadership ..........................................................................................3 

Development of Resources ........................................................................................4 

Professional Learning ................................................................................................5 

Positive School Culture..............................................................................................5 

School Improvement ..................................................................................................6 



 

    

 

   

 

 

Mentoring and Coaching............................................................................................7 

Best Practice...............................................................................................................7 

Inclusivity and Equity ................................................................................................8 

Community Engagement ...........................................................................................9 

Reflective Practice and Lifelong Learning ................................................................9 

Conclusion .................................................................................................................10 

Chapter 3: Methodology ........................................................................................................11 

Research Design.........................................................................................................11 

Context .......................................................................................................................11 

Participants .................................................................................................................12 

Instrument ..................................................................................................................13 

Data Collection ..........................................................................................................18 

Data Analysis .............................................................................................................19 

Trustworthiness ..........................................................................................................21 

Ethical Consideration .................................................................................................21 

Chapter 4: Findings ................................................................................................................23 



 

    

 

   

 

 

Quantitative Findings .................................................................................................23 

Qualitative Findings ...................................................................................................29 

Relationship Leadership.............................................................................................32 

Mentoring and Support ..............................................................................................33 

Facilitating  ................................................................................................................34 

Modeling ....................................................................................................................35 

Informal Leadership ...................................................................................................36 

Chapter 5: Discussion ............................................................................................................38 

Interpretation of Quantitative Findings ......................................................................38 

Interpretation of Qualitative Findings ........................................................................40 

Limitations .................................................................................................................42 

Future Research .........................................................................................................43 

Conclusion .................................................................................................................43 

References ..............................................................................................................................45 

Appendices .............................................................................................................................48 

Appendix A IRB Approval ........................................................................................48 



 

    

 

   

 

 

Appendix B Email Invite ...........................................................................................49 

Appendix C Constructs and Corresponding Items.....................................................50 

Appendix D Survey Instrument .................................................................................52 

Appendix E Social Media Invite ................................................................................56 

  



 

    

 

   

 

 

List of Tables 

Table 1 

Item Creation Alignment Examples.......................................................................................14 

Table 2 

Descriptive Statistics for Leadership Subscales ....................................................................24 

Table 3 

Frequencies of Participant Responses for Leadership Actions ..............................................25 

Table 4 

ANOVA Results for Leadership Practices by Years of Experience ......................................26 

Table 5 

Independent Samples T-Test Results for Leadership Practices  

by Racial/Ethnicity Identity ...................................................................................................28 

Table 6 

Demographics for Participants with Representative Quotes .................................................30 

Table 7 

Qualitative Themes, Subthemes, and Participant Examples ..................................................31 



 

    

 

   

 

 

List of Figures 

Figure 1 

Matrix Item Example .............................................................................................................16



   

 

   

 

 

 

Chapter 1: Introduction to the Study 

Teaching is a dynamic and evolving field, and leadership within schools evolves 

alongside it. While the teaching profession is predominantly composed of women, there is still a 

significant presence of male educators. This study seeks to understand how women teacher 

leaders influence collaboration among teachers and enhance instructional practices using a 

survey research design conducted via email and Facebook teacher groups. 

Teacher leadership has been gaining attention in recent years (Piret & Eisenschmidt, 

2022), yet there is a notable lack of research exploring the specific ways women teacher leaders 

shape collaboration and instructional strategies within district-wide settings (Cooper et al., 2015; 

Fairman & Mackenzie, 2014; Sinha & Hanuscin, 2017). Current literature provides limited 

insights into what characteristics women in leadership roles have in order to foster professional 

growth and improve instructional outcomes (Cooper et al., 2015; Fairman & Mackenzie, 2014; 

Piret & Eisenschmidt, 2022; Sinha & Hanuscin, 2017; Wenner & Campbell, 2018), leaving a 

critical gap in understanding their contributions to educational practices (Piret & Eisenschmidt, 

2022). By examining these impacts, this study aims to show how women teacher leaders strive to 

influence effective collaboration and drive improvements in instructional practices. 

This research holds significance because, despite the predominance of women in the 

teaching profession, there remains insufficient focus on how women leaders specifically 

influence collaboration and instruction (Cooper et al., 2015; Fairman & Mackenzie, 2014; Sinha 

& Hanuscin, 2017). Bridging this research gap would enhance understanding of leadership 

qualities that contribute to effective teaching and learning environments and support the 



 

    

 

   

 

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development of equitable leadership opportunities within education (Stanley & Crawford, 2022). 

Furthermore, this study seeks to identify key practices women teacher leaders employ that 

positively impact collaboration and instructional innovation, offering valuable insights for 

professional learning and policymaking. 

Existing studies on women teacher leaders are often concentrated in international 

contexts, with limited exploration of their effects on collaboration and instruction in the United 

States (Stanley & Crawford, 2022). This current study aims to address these deficiencies by 

focusing on the role of women teacher leaders within diverse educational settings across the 

country, providing a more comprehensive perspective on their influence. 

The primary audience for this research includes educators of all backgrounds, with a 

focus on understanding how women leaders cultivate and influence learning. Members of Boards 

of Education at state and county levels may also benefit from these findings, gaining insights into 

how effective leadership can enhance collaboration and instructional practices. Additionally, this 

research is directed toward women in education, aiming to understand how women leaders and 

the factors that they employ help them in leadership.  

Teacher leadership is a critical factor in fostering collaboration and shaping effective 

instructional practices in school. Among those teacher leaders, women teachers often bring 

distinct approaches that influence the development of these key elements. This study aims to 

delve deeper into these dynamics. Therefore, the purpose of this study is to measure which 

actions women teacher leaders take to shape collaboration and instruction. Specifically, it will 

address the research question: How do women teacher leaders shape collaboration and 

instructional practice?



   

 

   

 

 

Chapter 2: Literature Review 

Women teacher leaders exhibit characteristics that allow them to profoundly impact 

schools and educational systems. Drawing from a range of scholarly sources, this literature 

review explores these characteristics, which include engaging in advocacy, developing resources 

and curriculum, facilitating professional learning, fostering a positive school culture, 

implementing school improvement plans, mentoring or coaching colleagues, modeling best 

practices, promoting inclusivity, supporting community engagement, and encouraging reflective 

practice and lifelong learning. 

Advocacy and Leadership in Challenging Contexts 

Women teacher leaders are often at the forefront of advocacy efforts, striving to address 

inequities in education and promote policies that benefit students and communities. Acquaro and 

Stokes (2016) highlight how female teacher leaders navigate neoliberal challenges, advocating 

for student-centered approaches despite systemic pressures. Their advocacy often involves 

standing against standardized systems that prioritize test scores over holistic education, ensuring 

that the needs of students, particularly those from marginalized communities, are prioritized. 

Women teacher leaders are especially skilled in identifying systemic barriers and mobilizing 

resources to address these challenges effectively. This advocacy extends beyond school walls, as 

they often collaborate with policymakers, community leaders, and other stakeholders to 

champion equitable educational practices. 

Similarly, Stanley and Crawford (2022) explore how Black women teacher leaders 

integrate spirituality into their leadership, advocating for culturally relevant pedagogy and 

student well-being. These leaders use their personal and professional experiences to connect 

deeply with their school communities and to challenge inequities that persist in educational 



 

    

 

   

 

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systems. Their work exemplifies the powerful role of advocacy in creating equitable and 

inclusive schools. Women teacher leaders’ ability to combine their unique perspectives with 

actionable strategies underscores their significance as transformative figures in education. 

Development of Resources and Curriculum 

A critical characteristic of women teacher leaders is their role in developing innovative 

resources and curriculum that align with the diverse needs of students. Brinia (2012) underscores 

how women in leadership positions in Greece demonstrate creativity and adaptability in 

curriculum development, reflecting their commitment to student success and engagement. These 

leaders are adept at designing curricula that cater to varying learning styles and cultural 

backgrounds, ensuring that all students have access to meaningful and inclusive educational 

experiences. Women teacher leaders often integrate culturally responsive practices and 

innovative instructional techniques to enhance the accessibility and relevance of their curricula. 

This aligns with the findings of Carver (2016), who discusses how teacher leaders 

transform their identities by engaging in curriculum innovation during their transition from 

teaching to leadership roles. By integrating evidence-based practices and fostering collaboration 

among educators, women teacher leaders enhance the quality and relevance of the resources they 

develop. Additionally, they frequently involve stakeholders, including parents and students, in 

the curriculum design process to ensure that materials are contextually appropriate and reflective 

of community needs. This collaborative approach not only strengthens curriculum outcomes but 

also builds trust and ownership among the school community. 

Facilitating Professional Learning 

Facilitating professional learning is another hallmark of women teacher leaders. Fairman 

and Mackenzie (2014) emphasize that effective teacher leaders often create collaborative 



 

    

 

   

 

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learning environments, inspiring colleagues to enhance their pedagogical practices. Women 

teacher leaders excel in fostering professional development by organizing workshops, leading 

peer learning sessions, and providing constructive feedback. They recognize the importance of 

creating a supportive atmosphere where educators feel valued and encouraged to grow. Their 

focus on equity and inclusivity in professional learning ensures that all teachers, regardless of 

their experience or background, have opportunities to develop their skills and knowledge. 

Similarly, Piret and Eisenschmidt (2022) illustrate how women teacher leaders in Estonia 

foster professional learning communities that promote collective growth and development. These 

leaders leverage their interpersonal skills and subject matter expertise to support their peers’ 

professional journeys, ensuring that professional learning is both impactful and sustainable. 

Women teacher leaders are also adept at using reflective practices to evaluate the effectiveness of 

professional learning initiatives, making necessary adjustments to align with evolving 

educational demands. Their ability to cultivate a culture of shared learning and continuous 

improvement significantly enhances the capacity of schools to achieve their goals. 

Fostering a Positive School Culture 

Creating and maintaining a positive school culture is central to the work of women 

teacher leaders. Coleman (2010) identifies how gendered perceptions of leadership influence 

women’s approaches to fostering inclusive and supportive environments. Women teacher leaders 

often prioritize relational leadership, building trust and collaboration among stakeholders. They 

cultivate environments where teachers, students, and parents feel respected and empowered to 

contribute to the school community. By promoting shared values and open communication, 

women teacher leaders lay the foundation for a cohesive and inclusive school culture. 



 

    

 

   

 

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Eisenschmidt et al. (2021) further note that women principals in Finland and Estonia 

implement strategies that encourage teacher involvement in school development, contributing to 

a thriving school culture. Women teacher leaders often employ restorative practices to address 

conflicts constructively, fostering stronger relationships among students and staff. Their ability 

to lead by example and maintain high standards for behavior and academic performance ensures 

that schools remain environments where everyone can thrive. Through their dedication to 

fostering positivity, women teacher leaders play a pivotal role in creating sustainable and 

productive educational ecosystems. 

Implementing School Improvement Plans 

Women teacher leaders play a pivotal role in implementing school improvement plans, 

often bridging the gap between policy and practice. Cooper et al. (2016) discuss how teacher 

leaders navigate embedded systems to drive meaningful change, emphasizing the importance of 

their leadership in aligning school improvement efforts with community needs. These leaders 

possess a deep understanding of the unique challenges faced by their schools and work 

collaboratively with stakeholders to develop and execute strategic plans. Their approach is often 

characterized by inclusivity, as they actively involve teachers, parents, and students in the 

decision-making process. 

Their ability to engage in reflective practice and adapt to changing circumstances ensures 

that improvement initiatives are effectively tailored to address the specific needs of their schools. 

By fostering buy-in and building capacity among staff, women teacher leaders drive sustainable 

improvements that positively impact student outcomes. Additionally, they use data-driven 

approaches to monitor progress and make informed decisions, ensuring that school improvement 



 

    

 

   

 

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efforts are evidence-based and goal-oriented. This strategic and collaborative approach enables 

women teacher leaders to create lasting changes that benefit the entire school community. 

Mentoring and Coaching Colleagues 

Mentoring and coaching are integral aspects of women teacher leadership. Sinha and 

Hanuscin (2017) describe how women leaders support their colleagues’ growth by modeling 

effective teaching strategies and providing constructive feedback. Women teacher leaders often 

serve as confidants and advisors, offering both professional and emotional support to their 

colleagues. Their mentorship extends beyond instructional support to include guidance on 

navigating career challenges, fostering resilience, and achieving professional goals. This 

personalized approach enables them to address the unique needs and aspirations of each 

individual teacher. 

Through coaching, they help colleagues identify strengths and areas for improvement, 

encouraging continuous growth and development. These mentoring relationships contribute to a 

culture of collaboration and mutual support within schools. Women teacher leaders also promote 

reflective practices among their mentees, helping them to analyze and improve their teaching 

methods. By fostering an environment of trust and mutual respect, they empower their 

colleagues to take risks, innovate, and ultimately achieve greater professional success. 

Modeling Best Practices 

Women teacher leaders are exemplary role models who consistently demonstrate best 

practices in teaching and leadership. Wenner and Campbell (2018) note that women teacher 

leaders’ identities are deeply intertwined with their instructional expertise, enabling them to 

inspire confidence and credibility among their peers. By modeling effective strategies, such as 

differentiated instruction and data-driven decision-making, they set a standard of excellence that 



 

    

 

   

 

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others aspire to follow. Their commitment to maintaining high standards and adapting to the 

evolving needs of students ensures that their leadership remains relevant and impactful. 

Their ability to integrate innovative practices and adapt to the evolving needs of students 

ensures that they remain at the forefront of educational leadership. This modeling also fosters a 

culture of high expectations and continuous improvement within their schools. Women teacher 

leaders also encourage their peers to adopt these practices, facilitating professional learning and 

growth within the broader school community. Their dedication to excellence not only enhances 

student outcomes but also strengthens the overall capacity of schools to achieve their goals. 

Promoting Inclusivity and Equity 

Inclusivity is a defining characteristic of women teacher leaders. Sharar and Nawab 

(2020) highlight how women leaders in Pakistan emphasize equitable practices, ensuring that all 

students have access to quality education. Women teacher leaders often advocate for policies and 

practices that address systemic inequities, such as implementing inclusive teaching strategies and 

creating safe spaces for marginalized students. Their leadership is informed by an acute 

awareness of the barriers that many students face, enabling them to design interventions that 

promote equity and inclusion. 

Similarly, Stanley (2020) explores how Black women teachers advocate for inclusive 

policies, addressing systemic barriers and fostering equity in their schools. Their leadership is 

characterized by a commitment to social justice and a determination to create learning 

environments where every student can thrive. Women teacher leaders also prioritize professional 

development focused on cultural competence and inclusivity, ensuring that teachers are equipped 

to meet the needs of diverse student populations. Their unwavering dedication to equity 

underscores their role as catalysts for systemic change in education. 



 

    

 

   

 

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Supporting Community Engagement 

Women teacher leaders often extend their influence beyond the classroom, engaging with 

families and communities to strengthen educational outcomes. Roofe and Blair (2023) discuss 

how women leaders in Jamaica and the USA collaborate with community members to address 

local challenges, demonstrating the power of collective action. These leaders build partnerships 

with parents, local organizations, and other stakeholders, recognizing that education is a shared 

responsibility. Their efforts to involve the community in school activities and decision-making 

processes foster a sense of shared ownership and accountability. 

By fostering open communication and mutual respect, women teacher leaders create a 

strong foundation for community involvement. Their efforts enhance trust and partnership 

between schools and their stakeholders, contributing to a holistic approach to education. 

Additionally, they often spearhead initiatives that address broader social issues, such as poverty 

and health disparities, further strengthening the ties between schools and their communities. This 

community-oriented approach ensures that educational outcomes are not only improved but also 

sustained over time. 

Encouraging Reflective Practice and Lifelong Learning 

Finally, women teacher leaders prioritize reflective practice and lifelong learning, both 

for themselves and their colleagues. Poekert, Alexandrou, and Shannon (2016) describe how 

teacher leaders continually refine their practices through reflection, fostering a culture of 

continuous improvement. Women teacher leaders often engage in professional development 

opportunities, attend conferences, and pursue advanced degrees to stay abreast of the latest 

research and trends in education. This commitment to growth not only enhances their own 

leadership capabilities but also inspires others to adopt a mindset of lifelong learning. 



 

    

 

   

 

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By modeling this approach, they ensure that their schools remain dynamic and responsive 

to evolving educational demands. Women teacher leaders also encourage their colleagues to 

engage in reflective practices, helping them to identify areas for growth and celebrate their 

successes. This focus on lifelong learning creates a culture of curiosity and innovation, where 

educators are motivated to continuously improve and adapt to new challenges. Their leadership 

ensures that schools remain vibrant learning communities that prioritize both professional and 

personal growth. 

Conclusion 

Women teacher leaders embody a diverse set of characteristics that enable them to 

transform schools and communities. Through advocacy, curriculum development, professional 

learning facilitation, and fostering inclusivity, these leaders demonstrate the profound impact of 

their work. Their commitment to reflective practice, community engagement, and equity 

underscores their critical role in shaping educational systems that are both effective and 

equitable. The insights drawn from this literature review emphasize the importance of supporting 

and recognizing the contributions of women teacher leaders in creating positive and lasting 

change in education. 



   

 

   

 

 

Chapter 3: Methodology 

To conduct this research, I employed a survey design with elementary (K-6) teachers that 

integrated both quantitative and qualitative data to achieve a comprehensive understanding of the 

research problem. The quantitative portion included closed-ended questions to examine trends, 

patterns, and measurable impacts of women teacher leaders on collaboration and instructional 

improvement. The qualitative portion consisted of open-ended questions to gather detailed 

insights and reflections from participants. The quantitative component enabled statistical 

analysis, while the qualitative component allowed for an in-depth exploration of participant 

experiences and perspectives. This integrated approach allowed for simultaneous data collection, 

ensuring the findings were robust and meaningful.  

Combining quantitative and qualitative data in survey research "strengthens the validity 

and interpretability of findings by integrating different but complementary types of data" 

(Creswell & Guetterman, 2019, pg. 552). By using this methodology, my goal was to balance 

both numerical trends and the nuanced perspectives of participants (Creswell & Guetterman, 

2019). This method is well-suited to the study’s objectives, which are as follows (1) to measure 

how women teacher leaders influence collaboration and instructional practices, and (2) to 

explore which actions were most often taken when shaping educational practices, as it balances 

statistical analysis with rich descriptive accounts to provide a comprehensive understanding of 

the topic. 

Context 

The specific environment for this study included a diverse range of educational settings 

within the United States, utilizing social media and email to reach K-6 teachers nationwide.  U.S. 

schools serve diverse populations, with urban and rural districts differing significantly in class 



 

    

 

   

 

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size and resource availability. By targeting teacher-focused Facebook groups and email 

networks, I captured perspectives from educators across different districts. 

Given the national scope, participating schools varied widely in terms of student 

population, teacher demographics, and resource availability. For example, participants 

represented schools in both rural and urban areas, which may vary in available resources and 

structures (U.S. Department of Education, National Center for Education Statistics, 2017).  This 

broad, inclusive strategy allowed for diverse perspectives that reflect on the different 

environments. 

Participants 

The participants for this study included elementary (K-6) educators across the United 

States, reached through social media platforms and direct outreach to known educators. Social 

media provided a broad, diverse pool of respondents, allowing the study to capture varied 

perspectives from teachers in different regions and contexts. This diversity enhanced the 

generalizability of the findings by reflecting a range of experiences and backgrounds. A total of 

33 educators participated in the survey. Of those participants, 17 (51.5%) of them self-identified 

themselves as teaching in a suburban area, 9 (27.2%) educators taught in a rural area, and 7 

(21.2%) educators in an urban area. Based on the survey, the grade level experience showed that 

17 (51.5%)  out of the 33 taught in the primary grades (kindergarten to second grade), 9 (27.2%) 

educators taught in upper grades (third grade to sixth grade), and 7 (21.2%) educators stated that 

they had an equal amount of time spent teaching both bands of grades. On top of the 

demographics provided, the survey revealed the levels of experience each educator that 

participated had, such as 12 (36.3%) educators had over 21 years of experience, 3 (9.0%) 

educators had 16 to 20 years, 6 (18.1%) educators had 11 to 15 years, 4 (12.1%) educators had 6 



 

    

 

   

 

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to 10 years, and 8 (24.2%) educators had 0 to 5 years of experience. The sample size was 

predominantly female, with 32 participants identifying as female and 1 participant identifying as 

male. The racial and ethnic identities showed that the participants included White/Caucasian 

(n=29, 87.9%), Latina (n=1, 3.1%), and African American (n=2, 6.2%), with different variations 

in phrasing. By combining these recruitment methods, the study balanced breadth and depth, 

contributing to its validity through a well-rounded representation of the target population 

(Creswell & Guetterman, 2019). 

Instrument  

I developed the survey used in this study to explore the ways women teacher leaders 

shape collaboration and instructional improvement within schools. To support a multimethod 

approach, the instrument included both quantitative (Likert-type) and qualitative (open-ended) 

items that were designed to capture the measurable trends and participants perspectives.   

I developed the survey in alignment with the literature review, in which I identified key 

themes across the research in regard to teacher leadership actions and the impact that they have 

on the school environment. For this review, I condensed the findings into ten core leadership 

actions that appeared in the research. The ten core leadership actions are: (1) advocacy, (2) 

mentoring or coaching, (3) facilitating professional learning, (4) modeling best practices, (5) 

implementing school improvement, (6) promoting inclusive practices, (7) community 

engagement, (8) encouraging reflective practice, (9) developing curriculum and resources, and 

(10) fostering positive school culture.  

Likert-type Items 

Using the leadership actions as constructs, I created survey items for each of the ten 

teacher leader actions in the form of statements in which participants rank how they relate to the 



 

    

 

   

 

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statement with a scale of strongly agree to strongly disagree. Because the research goal was to 

investigate these identified leadership actions on women teacher leaders’ collaboration and 

instructional improvement, I created survey items that integrated these two objectives. See Table 

1 for examples of construct, research alignment, and example items. The full list of constructs 

and corresponding items can be found in Appendix C. The directions for these items were: 

In this set of questions, please think about how the actions of female teacher leaders 

shape collaboration and improve instruction in schools. Please indicate how strongly you 

agree or disagree with each statement with regard to women teacher leaders. For the 

purpose of this survey, teacher leadership is defined as educators who take on roles 

beyond their classrooms to influence and guide peers, improve school practices, and 

enhance student learning. It involves collaboration, advocacy, and initiative, as teachers 

lead by example, mentor others, and contribute to school-wide decision-making and 

reform efforts.  

The full survey instrument can be found in Appendix D.  

Table 1 

Item Creation Alignment Examples 

Teacher 

Leadership 

Action 

Research Alignment Example Survey Items 

Advocacy Acquaro & Stokes, 

2016; Fairman & 

Mackenzie, 2014; 

Roofe & Blair, 2023; 

Shollen, 2015; Sinha & 

Hanuscin, 2017; 

Stanley & Crawford, 

2022; Stanley, 2020; 

Wenner & Campbell, 

2018 

• Working against unfair policies that can be 

harmful to students is an important teacher 

leadership practice. 

• Teacher leaders ensure that all stakeholders are 

aware of policies and practices that inequitably 

impact students. 

• A teacher leader collaborates with stakeholders 

to ensure that all students are safe, while 

receiving the highest level of education and care. 



 

    

 

   

 

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Mentoring 

   or 

  Coaching 

Acquaro & Stokes, 

2016; Msila, 2021; 

Sharar & Nawab, 2020; 

Shollen, 2015; Sinha & 

Hanuscin, 2017; 

Stokes, 2016; Wenner 

& Campbell, 2018; 

Weiner & Woulfin, 

2018 

• Teacher leaders offer guidance and help other 

colleagues to refine their skills. 

• Teacher leaders share their experiences and 

strategies to promote collaboration and growth. 

Facilitating 

  Professional 

  Learning 

Cooper et al., 2015; 

Fairman & Mackenzie, 

2014; Oppi & 

Eisenschmidt, 2022; 

Sinha & Hanuscin, 

2017; Wenner & 

Campbell, 2018 

• Teacher leaders provide opportunities for 

building skills and sharing knowledge to meet 

challenges. 

• Teacher leaders collaborate with other 

stakeholders (e.g., grade level) to find different 

educational outlets to benefit all students. 

Modeling 

  Best 

  Practices 

Cooper et al., 2015; 

Fairman & Mackenzie, 

2014; Oppi & 

Eisenschmidt, 2022; 

Sinha & Hanuscin, 

2017; Wenner & 

Campbell, 2018 

• Teacher leaders lead by example to set a 

standard of excellence, inspiring others. 

• Teacher leaders support learning communities to 

promote collaboration in problem solving. 

 

To enhance the construct validity, the item development process was intentional. Each 

item was mapped to one of the key actions found in the literature and to the one of the objectives  

(collaboration or instructional improvement), then checked to confirm that the language reflected 

the concepts in the most accurate way (DeVellis, 2017).  

Matrix Items 

The items were then groups into matrix style sections that asked the participants to 

indicate, using a Likert-type scale, the degree they observed female teacher leaders engaging in 

the actions and to what extent they believe those actions contribute to collaboration and/or 

instructional improvement in their schools. The matrix format allowed for a more efficient and 

focused assessment of the viewpoints of relevance and impacts (see Figure 1), which aligns with 



 

    

 

   

 

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best practices for survey design in organizing similar items for ease of response (Dillmon, et al., 

2014).  

Figure 1 

Matrix Item Example 

In this set of questions, please think about how the actions of female teacher leaders 

shape collaboration and improve instruction in schools. For the purpose of this survey, 

teacher leadership is defined as educators who take on roles beyond their classrooms to 

influence and guide peers, improve school practices, and enhance student learning. It involves 

collaboration, advocacy, and initiative, as teachers lead by example, mentor others, and 

contribute to school-wide decision-making and reform efforts. 

 

Example Item:  

To what extent do you think the following practices, when used by female teacher leaders, 

shape collaboration in schools? 

Practice To a Very 

Large 

Degree 

To a Large 

Degree 

Neutral To a Small 

Degree 

To a Very 

Small Degree 

Engage in Advocacy ☐ ☐ ☐ ☐ ☐ 

Facilitate 

Professional Learning 
☐ ☐ ☐ ☐ ☐ 

Foster a Positive 

School Culture 
☐ ☐ ☐ ☐ ☐ 

Mentor or Coach 

Colleagues 
☐ ☐ ☐ ☐ ☐ 

Promote Inclusivity ☐ ☐ ☐ ☐ ☐ 

 

Open-Ended Items 

The survey included four open-ended questions that were designed to give a deeper 

insight into the participants’ perceptions and experiences. These items allowed for the 

participants to describe, if possible, specific examples of women teacher leadership actions, 

reflect on their own leadership identities, and give additional perspectives that they felt were 

beneficial and something that might not be answered through the quantitative items.  



 

    

 

   

 

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The questions included: (1) In what ways do you feel the leadership practices of women 

teacher leaders shape collaboration within your school? Please provide examples. (2) In what 

ways do you feel the leadership practices of women teacher leaders shape instructional 

improvement within your school? Please provide examples. (3) Is there anything you would like 

to share about the leadership practices of women teacher leaders and their impact on 

collaboration and instructional improvement? (4) Do you self-identify or would other teachers 

identify you as a teacher leader? Please describe.  

Demographic Items 

In addition to the content items, I included demographic questions to gather more 

contextual information such as the years of experience, the school setting, and the grade levels 

taught (see Appendix D). This information provided some important background when 

interpreting the findings and understanding the representativeness of the sample. Knowing the 

geographic distribution of the participants is vital for assessing the generalizability of the study’s 

results; for example, if participants were exclusively from one region, the findings will be less 

applicable to broader, national populations of women teacher leaders. 

To further support content validity, the survey instrument was reviewed extensively by 

the methodologist on my thesis committee, who provided targeted feedback on the clarity, 

alignment, and structure of the items. After incorporating this feedback, I submitted the final 

version of the survey to my thesis chair member and East Carolina University’s Institutional 

Review Board (IRB) for ethical approval before distribution as well as one final look over with 

the methodologist. With the participant sample (n=31), the instrument had a Cronbach's alpha (α) 

of .96. A value of .96 suggests that the survey items were highly correlated and reliably 



 

    

 

   

 

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measured the underlying construct of teacher leadership viewpoints.  

Data Collection 

 To effectively invite participants for my virtual survey, I used a combination of 

personalized email invitations and targeted outreach through Facebook teacher groups (see 

Appendix E) which started March 4th, 2025 and ended March 21, 2025. I sent email invitations to 

15 known educators (see Appendix B). These emails included important details, such as the 

purpose of the survey, the types of questions (Likert-type and open-ended), and a direct link for 

easy access (see Appendix D). A convenience sampling approach was used, as participants were 

selected based on their accessibility and willingness to participate through email and Facebook 

outreach. This method allowed for efficient recruitment but may limit the generalizability of the 

findings to broader populations. 

Additionally, I engaged with several large Facebook teacher groups, including Teachers 

Supporting Teachers; First Grade Teachers, Teachers: Resources, Teaching Tips, Teaching 

Articles; Swiftie Teachers; and Teachers ask Teachers. By sharing thoughtfully crafted posts that 

highlight the survey's purpose and encourage participation (see Appendix E). My posts included 

concise, engaging messaging along with a clear survey link, making it simple for educators to 

participate. Participants were invited through email and social media posts that contained the link 

to the survey, with the consent form (see Appendix ) appearing first.   

Prior to completing the survey, participants were presented with an informed consent 

form which outlined the purpose of the study, the voluntary nature of the participation, and 

information about confidentiality and anonymity. The consent form made it clear to participants 

that they could withdraw from the survey at any time without any kind of penalty. The study also 

did not ask for any identifying information such as names, emails, or phone numbers. All of the 



 

    

 

   

 

19 

 

data was stored securely and used only for the purpose of this thesis research. By ensuring 

voluntary participation, protection of anonymity, and adherence to IRB-approved procedures, the 

study maintained ethical standards in the treatment of human subjects.  

Data Analysis 

The data analysis process included both quantitative and qualitative techniques to 

examine how women teacher leaders shape collaboration and instructional improvement. Each 

type of response (Likert-type and open-ended items) was analyzed separately using appropriate 

methods.   

Quantitative Data (Likert-type Items) 

Quantitative responses were analyzed using descriptive statistics, which includes means, 

standard deviations, and frequencies, to identify general trends in the participants’ perceptions of 

how frequently women teacher leaders engaged in each of the leadership practices identified in 

the literature review. The mean (average) provided insight into the overall participant rating, 

which reflected their perceptions of the frequency, degree, or agreement with women teacher 

leaders engaged in the leadership practice. The lead-in prompts asked the participants to consider 

just how strongly they agreed that women teacher leaders demonstrated specific actions and what 

extent those practices contributed to collaboration and instructional improvement. The standard 

deviation measured the variability or spread of the responses, which helped to determine whether 

the participant perspectives were consistent or varied across the sample.  

The descriptive statistics were used to establish a baseline understanding of how 

participants viewed the leadership actions of women teacher leaders. This step was necessary in 

identifying which leadership actions were most observed and they served as the foundation for 

further inferential analyses (e.g., ANOVA and t-tests).  



 

    

 

   

 

20 

 

To explore the potential differences in the participants' responses across demographic 

groups (e.g., grade level taught, geographical location of school, years of experience), I 

conducted both Analysis of Variance (ANOVA) test and independent samples t-tests. An 

ANOVA was used to compare the means across independent variables with three or more 

categories, such as years of teaching experience and grade levels taught, while t-test were used 

for comparisons between two groups, such as racial identity. ANOVA was selected for multi-

group comparisons to assess whether observed differences were statistically significant across 

categories (Creswell & Guetterman, 2019). T-tests are appropriate for comparing the means of 

two independent groups to determine if observed differences are greater than would be expected 

by chance (Creswell & Guetterman, 2019). 

Qualitative Data (Open-Ended Responses) 

 The analysis of the open-ended survey responses used thematic analysis (Creswell & 

Guetterman, 2019).  First, I reviewed the responses for each open-ended response. As I reviewed 

each response, I identified codes inductively to uncover recurring themes within the qualitative 

data (Creswell & Guetterman, 2019). The codes were assigned based on the repeated use of 

certain words, phrases, and ideas that would align with the perceptions of teacher leadership in 

regards to collaboration and instructional improvement.  

 Next, I compared the codes across the participants and started to group them into broader 

categories to provide structured understanding of the data (Creswell & Guetterman, 2019).  For 

example, codes that related to mentoring, modeling, and peer feedback were combined into the 

broader category of “Mentorship and Support”.  Finally, I analyzed the organized themes and 

categories to address the research questions by offering insights into educators’ perspectives, 

challenges, and suggestions related to the research focus (Creswell & Guetterman, 2019). I was 



 

    

 

   

 

21 

 

able to then connect the responses to the different leadership actions especially in regards to the 

influence of women teacher leaders with notes of collaboration and instructional improvement.  

Trustworthiness 

To enhance the trustworthiness of this research, I employed strategies to address 

credibility, dependability, confirmability, transferability, and use of thick rich descriptions 

(Novak & Jen, 2024). To ensure credibility, I collaborated closely with my supporting faculty 

members to validate the methodology and maintain clarity and accuracy in handling all 

information and data collected. This partnership helped verify the alignment of my findings with 

the research objectives. Dependability was supported by submitting my proposal to the IRB for 

approval, ensuring that my research adheres to ethical standards and protocols. To address 

confirmability, I kept a researcher log throughout the data collection process to document and 

address any potential biases, minimizing their impact on the research outcomes. Together, all the 

elements strengthened my research's overall integrity and rigor. 

Ethical Considerations 

The study received exempt approval from the East Carolina University Institutional 

Review Board (IRB) prior to data collection (see Appendix A). Due to the nature of the study, 

meaning it was minimal risk and anonymous participation through an online survey, it qualified 

for exempt status. District level approval was not needed because the study did not involve data 

collection through any school districts; participants engaged in the survey as individuals.  

Participants completed the survey after providing informed consent (see Appendix D). 

This was provided on the first page of the survey, so as to ensure participants’ informed consent 

was obtained before they proceed (see Appendix D). The consent form clearly stated that their 

participation was completely voluntary, and that they could stop at any time without any penalty. 



 

    

 

   

 

22 

 

The survey did not collect any personal identifiable information unless the participants chose to 

include them in open-ended responses. While promoting the survey, there was no statement or 

offer for compensation for their time. 



   

 

   

 

 

 

Chapter 4: Research Findings 

This section presents the results of both quantitative and qualitative analyses that were 

used to explore how women teacher leaders influence collaboration and instructional 

improvement. These findings are organized in two main parts. The first part is the descriptive 

and inferential statistics from the Likert-scale items to show the trends and potential group 

differences in the perceptions of the participants. The next part is the thematic results from the 

open-ended responses which are used to provide the contextual support and deeper insight into 

the leadership practices that were identified by the participants.   

Quantitative Results 

 The quantitative portion of this study examined trends and group differences in the 

participants’ perceptions of women teacher leaders by the use of descriptive and inferential 

statistical methods. The results are organized by the leadership practices and grouped to reflect 

the agreements and comparisons between the demographic groups. These findings provide 

foundational insights into how women teacher leaders are perceived to influence collaboration 

and instructional improvement.  

Descriptive Statistics 

Descriptive statistics were first calculated to examine the overall trends in participants’ 

responses across the ten leadership subscales (e.g., advocacy, mentoring, modeling best 

practices). Means, standard deviations, and frequencies were computed for each subscale to 

establish how often educators perceived women teacher leaders demonstrating key leadership 

practices (see Table 2).  

 



 

    

 

   

 

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Table 2  

Descriptive Statistics for Leadership Subscales 

Leadership Subscale M SD Min Max 

Advocacy 4.04 0.60 2.4 5.0 

Developing Curriculum & Resources 4.20 0.54 2.5 5.0 

Facilitating Professional Learning 4.37 0.57 2.8 5.0 

Fostering Positive Culture 4.43 0.42 3.7 5.0 

Implementing School Improvement 4.18 0.65 2.3 5.0 

Mentor or Coach Colleagues 4.57 0.42 3.8 5.0 

Model Best Practices 4.52 0.41 3.7 5.0 

Promote Inclusivity 4.38 0.50 2.8 5.0 

Support Community Engagement 4.16 0.55 2.3 5.0 

Encourage Reflective Practices 4.45 0.45 3.4 5.0 

Note. M = Mean; SD = Standard Deviation; n= 33 participants. 

Means and standard deviations were computed for each subscale to establish overall 

participant perceptions of how frequently women teacher leaders demonstrated the key 

leadership practices (see Table 2). The higher means indicated a greater degree of agreement 

from participants that women teacher leaders engaged in the practices described, while the lower 

mean suggested less frequent agreements among the participants. Standard deviations indicated 

the amount of variability in participant responses for each practice. 

In addition to the means and standard deviations, frequencies were also calculated to 

provide a more detailed understanding of the distribution of participant responses across the 

Likert-type options (see Table 3). Examining the frequencies allows for identification of how 

many participants strongly agree, agreed, neutral, disagreed, or strongly disagreed with identified 

teacher leadership actions in the context of women teacher leaders.  

Table 3 

Frequencies of Participant Responses for Leadership Actions 



 

    

 

   

 

25 

 

Leadership Actions Strongly 

Agree 

Agree Neutral Disagree Strongly 

Disagree 

Engage in Advocacy 53 40 7 2 0 

Develop Resources and 

Curriculum 

33 31 3 1 0 

Facilitate Professional Learning 40 26 2 0 0 

Foster a Positive School 

Culture 

28 36 4 0 0 

Implement School 

Improvement Plans 

29 34 4 1 0 

Mentor and Coach Colleagues 42 24 1 0 0 

Model Best Practices 39 25 2  0 0 

Promote Inclusivity 37 29 0 0 0 

Support Community 

Engagement 

25 31 10 0 0 

Encourage Reflective Practice 36 27 3 0 0 

 

The frequency results in Table 3 suggest that participants view that women leaders were 

actively engaging in the leadership actions. Across the board, participants selected that they 

“strongly agree” or “agree” with a few participants selecting that they had a neutral view or a 

negative response. This pattern was consistent with high agreement that suggests that 

participants observed women leaders frequently modeling these actions in their schools.  

Inferential Statistics 

To determine whether there was statistically significant difference in perceptions of 

leadership practices based on demographic factors, I conducted a series of one-way ANOVA and 

t-tests using SPSS version 29.0.2. T-tests were used when comparing two group variables such 

as racial and ethinic identity, while the one-way ANOVAs were used for comparisons across 

independent variables with more than two groups, such as years of experience, grade levels 

taught, geological location of school, and positions. Each test was used to examine whether 

participants in different demographic groups reported different mean scores for a given subscale 

(e.g., advocacy, mentoring, and coaching).  



 

    

 

   

 

26 

 

For example, one ANOVA tested whether the mean scores for the advocacy subscale 

differed significantly across the participants with different years of experience. This ANOVA 

yielded results of f(4, 28) = .0316, p = .865. Levene’s test confirmed homogeneity of variance 

across groups, and effect sizes were minimal.   

All other subscales returned similarly non-significant results (see Table 4). These results suggest 

that women teacher leaders demonstrate consistent leadership behaviors regardless of years in 

the profession. Although no subscales returned significant results, the tests were still critical for 

examining the possibility that the different groups of experience might observe leadership 

actions differently.  

Table 4  

ANOVA Results for Leadership Practices by Years of Experience  

Leadership 

Practice 

  0-5 

   years 

            M     SD    

SD 

    6-10 

       years 

     M       SD 

11-15 

years 

  M     SD 

16-2 

years 

 M        SD 

21+ 

years 

M        SD 

f(4,28)     p 

Engage in 

  Advocacy 

4.05 0.38    4.0 1.1 4.07 0.55 4.4 0.2 3.95 0.66 0.32 0.87 

Develop 

  Resources 

  and 

  Curriculum 

4.19 0.32    4.0 1.06 4.42 0.38 4.17 0.8 4.17 0.49 0.37 0.83 

Facilitate 

 Professional 

 Learning 

4.38 0.46    4.19 0.99 4.67 0.49 4.42 0.63 4.27 0.54 0.57 0.69 

Foster a 

   Positive 

   School 

   Culture 

4.42 0.46    4.5 0.64 4.56 0.34 4.44 0.19 4.36 0.44 0.22 0.96 

Implement 

   School 

Improvement 

Plans 

4.14 0.66    4.0 1.19 4.58 0.38 4.08 0.38 4.08 0.59 0.73 0.58 

Mentor and 
   Coach       

   Colleagues 

4.69 0.4    4.69 0.47 4.71 0.29 4.33 1.34 4.44 0.49 0.95 0.45 



 

    

 

   

 

27 

 

Note. M = Mean. SD = Standard Deviation  

Because not all demographic data included three or more categories, independent samples 

t-test were conducted to examine if there were statistically significant differences in leadership 

subscale scores between two distinct groups, such as racial/ethnic identity (White and People of 

Color; see Table 5). Out of the three original identity groups (Black, Latina, and White), Black 

and Latina were collapsed due to the nature of the amount of participants that identified as Black 

or Latina, which limited the feasibility of meaningful subgroup analysis.  

The results from the t-test showed that there were no statistically significant differences 

that existed between the two groups on any of the ten subscales (see Table 5). However, there 

were two results that approached statistical significance. Scores on the Mentor and Coach 

Colleagues subscales were higher for participants who identified as People of Color, t(31) = 

1.17, p = 0.25. Additionally, Encouraging Reflective Practice subscale yielded a similar result, 

t(31) = 0.08, p = 0.93. Though neither met the significance threshold of p < .05, there is the 

potential that, with a larger and more balanced sample, the results could reach statistical 

significance. 

In addition, one-way ANOVAs were conducted for the following demographic 

characteristics with three or more categories which were: grade level taught (K-2, 3-6, both), 

school position (teacher, EC/interventionist, other), and school location (urban, suburban, rural). 

Model Best 

Practices 

4.42 0.33    4.58 0.42 4.72 0.33 4.33 0.33 4.5 0.46 0.65 0.63 

Promote  

  Inclusivity 

4.66 0.33     4.38 0.48 4.46 0.4 4.29 0.45 4.15 0.63 1.37 0.27 

Support 

 Community 

  Engagement 

4.27 0.58     4.25 0.41 4.29 0.43 4.08 1.14 4.0 0.7 0.43 0.79 

Encourage                 

Reflective 

Practice 

4.51 0.56    4.4 0.59 4.67 0.39 4.6 0.2 4.27 0.38 0.97 0.44 

Scale Total 4.37 0.3    4.32 0.71 4.51 0.34 4.3 0.32 4.22 0.46 0.56 0.69 



 

    

 

   

 

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These analyses revealed no statistically significant differences across any of the ten leadership 

subscales (see Table 4).    

Table 5 

Independent Samples T-Test Results for Leadership Practices by Racial/Ethnicity Identity 

Leadership Practice PoC White t  df p 

M SD M SD 

Engage in Advocacy 4.13 .90 4.03 .58 0.27 31 0.79 

Develop Resources and Curriculum 4.00 .66 4.22 .53 -0.66 31 0.51 

Facilitate Professional Learning 4.75 .25 4.33 .58 1.22 31 0.23 

Foster a Positive School Culture 4.67 .58 4.41 .41 1.00 31 0.32 

Implement School Improvement Plans 4.50 .50 4.14 .66 0.91 31 0.37 

Mentor and Coach Colleagues 4.83 .29 4.54 .42 1.17 31 0.25 

Model Best Practices 4.78 .38 4.49 .41 1.17 31 0.25 

Promote Inclusivity 4.50 .43 4.37 .51 0.43 31 0.67 

Support Community Engagement 4.42 .52 4.13 .56 0.85 31 0.40 

Encourage Reflective Practice 4.47 .46 4.44 .46 0.08 31 0.93 

Scale Total 4.50 .36 4.32 .43 0.72 31 0.47 

Note. M = Mean. SD = Standard Deviation. df = degrees of freedom. PoC = People of Color. 

One person did not self-identify their race/ethnicity (n=32). 

The quantitative findings suggest that years of experience, grade level taught, and racial 

identity did not produce significant differences in perceived teacher leadership behaviors in this 

sample. The descriptive statistics and frequencies indicated that participants held generally high 

perceptions of the women teacher leaders’ practices across all of the groups with a consistent 

agreement regarding the influence they have on collaboration and instructional improvement. 

However, the two near-significant results may point to underlying differences worth further 

investigation. 

Qualitative Results 



 

    

 

   

 

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While participation was voluntary for all participants, and they were informed that they 

could stop at any time, all 32 survey respondents completed the bulk of the Likert-type items. 

Not all participants completed the four open-ended responses, however. Of the 32 participants 

who completed the quantitative survey, 25 provided responses to one or more open-ended 

questions. I collected the open-ended responses to explore the participants’ perceptions of how 

women teacher leaders influence collaboration and instructional improvement. The questions 

invited participants to describe examples of leadership actions that they had observed, gave an 

opportunity for reflection on their own identity, and to share any additional insights on women 

teacher leaders. These qualitative responses were intended to add depth and context to the survey 

by highlighting specific actions and values that are associated with women teacher leaders.  

However, during analysis, not all 25 participants’ open-ended responses contained 

content that could be coded. Through an inductive approach, I developed codes based on patterns 

and recurring ideas that had emerged from the responses. Many of the participants gave very 

descriptive and detailed responses that were relevant to the open-ended questions, since they 

were very detailed that made the responses rich enough to support the code (themes) and 

subthemes. Some responses did not contain relevant and analyzable content because they were 

either too brief, off topic, or too vague to have a meaningful connection to the study’s focus on 

collaboration and instructional improvement. For example, one participant gave a vague 

response of “they were good leaders,” but they did not elaborate on any specific actions or 

outcomes that caused them to feel that way.  From this coded group, I selected seven participants 

whose responses most clearly and richly illustrated the themes. The representative quotations 

were used to provide a thick description as well as support the trustworthiness. Table 6 shows the 



 

    

 

   

 

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participants whose coded responses I included to provide thick, rich description through 

explanatory quotations and their corresponding demographics.  

Table 6 

Demographics for Participants with Representative Quotes 

Identifier Race/ 

Ethnicity 

Grade 

Band 

School Role Locale  Years of 

Experience 

Identify as a 

Teacher Leader 

J Latina 3-6 Teacher Suburban 21+ Yes 

K Black K-2 Teacher Suburban 21+ Yes 

L White Both EC     

  Functional 

  Curriculum 

Suburban 6-10 Yes  

M White K-2 2nd  

 Grade            

 Teacher 

Suburban 11-15 Yes 

N White K-2 1st 

  Grade 

  Teacher 

Rural 6-10 Unanswered 

O White 3-6 ELA Teacher Suburban 6-10 No 

S White Both 1st 

  Grade  

  Teacher 

Suburban 16-20 Unanswered 

Out of the 25 participants who responded, I asked educators if they were teacher leaders.  Sixteen 

(64%) participants identified themselves as such, responding that they were formal leaders like 

mentors or lead teachers, or individuals who were frequently guiding peers, sharing instructional 

strategies, and contributed to school level initiatives. The self-identification as a teacher leader 

was supported by their open-ended responses where they explained how they mentored new 

teachers, modeled effective practices, facilitated team collaboration, and/or initiated school 

improvement efforts. Several participants (about ten participants) made comments in their 

responses about how they served as a leader in PLCs, or they described how they were 

supportive of their colleagues during planning periods to better assist them in instruction.  

Two (8%) participants indicated that they did not identify as a teacher leader because 

they were first year teachers, but they did disclose that they hoped to be a teacher leader in the 



 

    

 

   

 

31 

 

future. Five (20%) participants responded that they did not identify as a teacher leader in a broad 

sense; they felt they were a quieter leader, they no longer wished to be a teacher leader, or they 

were in a position where they did not feel that they were a teacher leader.  

For the remaining open-ended survey questions, those questions asked participants to 

reflect on the influence that women teacher leaders had on collaboration and instruction, and to 

share any additional insights. Table 7 presents an overview of the themes that emerged from the 

analysis, the codes that led to those themes, and examples of participant statements.  Each of the 

themes is described in detail following the table.  

Table 7 

Qualitative Themes, Subthemes, and Participant Examples 

Theme Subthemes Participant Example 

Relationship-Driven 

    Leadership 

Emotional intelligence 

 

 

Inclusion 

Listening 

“Make the school a better place to  

     work because they ensure all voices  

     are heard.” (Participant J) 

Mentorship and 

   Support - 

Mentoring  

 

Guidance 

 Professional growth 

“She helped me be a better  

     mentor.” (Participant L) 

Facilitation of 

   Communities 

PLCs (Professional 

   Learning Communities) 

Team collaboration 

Instructional planning 

“Leadership is most visible in  

     PLCs.” (Participant M) 

Modeling 

   Leadership 

Instructional modeling 

 

 

Lead by example 

Shared leadership 

“My instruction would not have been as 

      strong without her.” (Participant N) 

Informal Leadership 

   & Barriers 

Self Perception 

 

Barriers  

Informal Pathways  

“I lead by example while flying under  

      the radar.” (Participant O) 

Theme 1: Relationship-Driven Leadership 



 

    

 

   

 

32 

 

 One of the themes that emerged from the qualitative responses was the significance of 

relationship-driven leadership. Participants mentioned and described women teacher leaders as 

individuals who will prioritize connections, trust, and emotional intelligence in their leadership 

style. 

Emotional Intelligence. Respondents highlighted the emotional intelligence of the 

women teacher leaders that they observed. Participant J shared that women teacher leaders 

“make the school a better place to work because they ensure that all voices are heard.” This 

quote gives a reflection of how the participant viewed how women teacher leaders showed an 

awareness of others’ emotions and needs while contributing to creating a more positive 

environment. 

Inclusion. Inclusion was another subtheme that was identified. Participants described 

how women leaders had fostered an inclusive environment where all members of the staff felt 

valued. One participant even said that women leaders “have a way of engaging all teachers,” 

(Participant F) which suggests that the leadership style the exhibits collaboration and equity in 

decision making.  

Listening. Listening was another subtheme that emerged from relationship-driven 

leadership. Several participants described how women leaders would prioritize listening to other 

teachers as a foundational leadership skill. Participant K shared that women teacher leaders 

“have a way of engaging all teachers. There’s more of an effort to listen to everyone versus 

telling people what to do,” which highlighted how listening is a contribution towards the 

relational aspect of the teacher leadership.  

Theme 2: Mentorship and Support 



 

    

 

   

 

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 Another theme that emerged was women teacher leaders providing support and 

mentoring. Participants shared how the women teacher leaders would offer encouragement, 

guidance through instructional challenges and mentored others to foster growth. The support that 

the mentorships gave, enhanced individual development as well as contributed to a collaborative 

school culture.  

Mentoring. Women teacher leaders were described as mentors who placed a role in 

supporting their colleagues in different ways. For many, it was supporting their colleagues with 

modeling, encouragement, and being a sound board for reflection and advice. One participant 

noted, “She encourages me to step outside of my comfort zone and try new strategies in the 

classroom” (Participant G), which helps to emphasize the impact that mentorship has on 

instructional improvement. 

Guidance. Participants shared that women teacher leaders consistently provided 

direction, some encouragement, and a sense of reassurance. This especially is useful when 

teachers are new, since some of the participants were beginning teachers. One participant even 

said “Yes, I self identify as a teacher leader, and I believe part of that role is helping others learn 

through guidance and shared experiences” (Participant A). The guidance is helpful when 

navigating new experiences and preventing burnout. The supportive presence assisted teachers to 

navigate challenges, encourage collaboration, and make confident instructional decisions.   

Professional Growth. Mentorship is not limited to being a short-term thing; beyond their 

immediate work, women teacher leaders were seen as the stepping stone for long-term growth. 

One participant reflected, “She has helped me be a better mentor to my mentee, and assisted in 

the collaboration between us” (Participant L), which demonstrates the ripple effect of the 



 

    

 

   

 

34 

 

professional growth and development that goes on with supported collaboration from other 

women teacher leaders.  

Theme 3: Facilitating Professional Communities 

 Another theme that emerged was the description of women teacher leaders being key 

parts in the professional learning communities, specifically in grade-level teams and PLCs. This 

theme places an emphasis on how the women teacher leaders would help to provide 

opportunities that offered collaboration, instructional reflections, and shared goal settings. 

 Professional Learning Communities (PLCs). Women teacher leaders were credited 

with organizing and sustaining productive PLCs. Participants emphasized that the women 

teacher leaders not only organized the groups but also would ensure that the focus was clear, the 

discussion was meaningful and was aligned with instructional goals to ensure improvement. One 

participant shared, “The time I see the most benefit from teacher leadership in regard to 

collaboration is within PLCs and teacher teams” (Participant M). Their leadership in PLCs 

contributes to a shared sense of accountability and even professional growth throughout the 

different grade levels. 

Team Collaboration. Some participants had mentioned that they saw women teacher 

leaders as a major part in encouraging collaboration among their team and peers. Participants had 

reflected on collaboration and praised women teacher leaders for promoting an open dialogue 

and encouraged all members to participate in meaningful conversations. One educator explained, 

“She brings our team together to plan, reflect and solve problems; we’re stronger because of her 

leadership” (Participant R). These collaborative spaces were often described as inclusive and 

respectful, so that each voice was heard, valued, and supported.  



 

    

 

   

 

35 

 

Instructional Planning. Another pattern across responses was the impact that women 

teacher leaders had on strengthening instructional planning. Participant F stated “one of the most 

important things to me within a PLC is that our leader encourages planning together, not just 

dividing tasks, but discussing strategies and lessons collaboratively.” Something that many 

participants mentioned was that the leaders would help facilitate data-informed conversations, 

would lead curriculum alignment efforts, and would model best practices. The ability to guide 

planning sessions ensured that all members stayed focused to ensure that collaboration was 

happening and helping others to become stronger in their teaching.  

Theme 4: Modeling Leadership Practices 

 Effective leadership practices were mentioned by participants, participants mentioned 

that modeling practices were a meaningful influence. Women teacher leaders were recognized by 

leading by example, usually by demonstrating collaboration and instructional strategies they had 

encouraged for others. This theme was a highlight on the impact of visible, action based 

leadership on the professional growth of peers and the success of team efforts.  

Instructional Modeling. Participants described women teacher leaders as powerful 

instructional models. Instead of telling colleagues what to do, women teacher leaders would 

model or demonstrate effective strategies in the classroom setting. One participant reflected, 

“Most collaborative experiences I have engaged in have been led and modeled by women 

teachers” (Participant N). These modeled experiences offered real time examples of what a 

strong instruction would look like, which makes the learning experience more impactful.  

Leading by Example. Women teacher leaders were also seen as individuals who were 

leaders through their actions. The willingness to engage in the same work they expected of others 

made their leadership more credible and inspirational. One educator shared, “Without her 



 

    

 

   

 

36 

 

guidance, my instruction would not have been as good as it was and students would have 

suffered” (Participant S). The reflections displayed the value that authentic, action-oriented 

leadership that supported peer growth by their presence and their participation.  

Shared Leadership. Another aspect of modeling involved how women teacher leaders 

would facilitate shared leadership and decision-making. One even mentioned “Female leaders 

seem to be more willing and able to share the leadership. They empower others to take initiative 

and share their voice during decision making” (Participant W). The participants noted that 

leaders were intentional about their actions when trying to empower others and promote a 

collective voice. By demonstrating the value of their peers' input and fostering collaborative 

decision-making, they would build trust and a sense of shared purpose.  

Theme 5: Informal Leadership and Barriers 

 The final theme that emerged was the participants reflection on informal leadership roles 

and the different barriers that women faced. Some women led without the need for a formal title 

or recognition, others encountered some challenges such as administration, school culture, and 

even personal viewpoints, However, even with challenges, participants did describe how women 

leaders (themselves or others) would lead through influence, initiatives and everyday actions that 

shaped their school culture.  

Self-Perception. The participants shared the various ways of how they identified 

themselves as teacher leaders. Some participants viewed their leadership as a connection to a 

formal title or responsibilities, others had mentioned that they would lead through everyday 

actions and a quiet influence. One participant noted, “I do my thing. I just lead by example while 

flying under the radar” (Participant O). The reflections suggest that leadership is not always self 

declared or even tied to positions of power, it could just be a quiet action.  



 

    

 

   

 

37 

 

Barriers to Leadership. Several of the participants shared their experiences of 

encountering barriers that had limited their ability to lead. This can make it hard for many 

leaders, the obstacles that popped up were unsupportive school cultures or even an administrative 

structure. For example, one participant stated, “I want to do more, but my administration doesn’t 

really listen to ideas unless they come from someone with a title” (Participant Q). This 

underscores the roles that can have an impact on leadership. 

Informal Pathways to Influence. Despite the challenges, women teacher leaders still 

find ways to showcase leadership in informal ways. Participant O even says “I do my thing...I 

just lead by example while flying under the radar.” The ways they can do that contribute to the 

school communities. These are by mentoring peers, offering guidance, or advocating for students 

needs, the leadership can demonstrate that women teacher leaders can thrive outside of 

traditional titles and can be personally defined.  

The qualitative results addressed the study’s objective by highlighting the leadership 

actions that women teacher leaders utilize to foster collaboration and instructional improvements. 

Themes such as mentorship, modeling, relationship building, and advocacy illustrate how these 

women teacher leaders create inclusive and supportive environments. These findings 

complement the quantitative results and will be further explored in the discussion to examine 

their implications for future research.



   

 

   

 

 

 

Chapter 5: Discussion and Conclusion 

This study sought to explore how women teacher leaders shape collaboration and 

instructional practices in the elementary educational setting. The quantitative and qualitative 

methods approach provided breadth and some depth of understanding. Quantitative results did 

show high perceptions of women teacher leaders' practices across all demographic groups, even 

though it had little statistically significance. The results suggest that many leadership practices, 

particularly when it is tied to mentoring, collaboration, modeling and support, may be seen as 

universally important in the context of elementary schools (Fairman & Mackenzie, 2014; 

Wenner & Campbell, 2018).  These leadership practices appear to stretch across the 

demographic groups which highlights the widespread value that educators tend to place on 

inclusive and relational leadership in the school settings. 

Interpretation of Quantitative Findings 

Quantitatively, the descriptive statistics and frequency data indicate generally high 

perceptions of women teacher leaders’ practices across all participant groups, which suggest that 

there is a strong and positive valuation of collaboration, instructional improvement, and inclusive 

leadership actions regardless of demographic backgrounds. The participants rated the practices in 

relation to collaboration and instructional improvement consistently high. These findings support 

the idea that leadership actions are valued in elementary contexts from different areas, this aligns 

with the prior research on the widespread applicability of relational leadership (Fairman & 

Mackenzie, 2014; Wenner & Campbell, 2018). While leadership is defined in different ways, 

participants identified the different actions it takes to impact collaboration and instructional 

improvements in elementary setting.   



 

    

 

   

 

39 

 

The absence of statistically significant differences by experience or racial identity 

suggests that leadership behaviors may be consistent across the demographics in the sample. But 

the two subscales approaching significant differences (mentoring and coaching and encouraging 

reflective practice) suggest potential trends worth further exploration. Specifically, teachers with 

16 to 20 years of experience tended to rate women leaders slightly lower on mentoring and 

reflective encouragement compared to the other demographic groups. Though these trends did 

not meet the p < .05 threshold, the trend may suggest that those in the mid-career educators are 

perceiving or engaging with leadership differently than the educators that are in the early start of 

their career or those that are in the late stages of their career  These findings suggest that mid-

career educators may experience or view leadership interactions differently, pointing to the 

importance of a more targeted inquiry and differentiated leadership support.  

The absence of significant differences based on racial identity suggests that leadership 

actions may be viewed similarly across those demographic lines in the sample. While this could 

be interpreted as a positive sign of equity in leadership perception, it does also raise some 

questions about the subtlety that may not have been fully captured through the quantitative items 

alone. Future research might explore whether leadership practices are experiences in 

substantively different ways across racial and/or cultural viewpoints, even if those differences 

are not easily translated into significant rating variations. As Stanley and Crawford (2022) 

emphasized, Black women educators very often experience leadership through a lens shaped by 

organizational inequalities. Hence, while the ratings may appear very similar on the surface 

level, the lived experiences behind them may diverge in important ways. Even prior research has 

noted the importance of cultural competence and identity awareness in the leadership in diverse 

school settings (Wenner & Campbell, 2018; Stanley & Crawford, 2022).  



 

    

 

   

 

40 

 

Interpretation of Qualitative Findings 

The qualitative findings provided insight into how women teacher leaders and their 

colleagues experience and describe the leadership practices which aligns with the ten constructs 

that was explored in this study. Participant responses aligned with the ten constructs that were 

used in the study, especially mentorship, relationship building, modeling, and inclusive 

leadership. Theses practices supported professional growth, but also assisted in fostering school 

wide collaboration and a sense of shared responsibility.  

The survey built around the central themes of mentorship, modeling, inclusive leadership, 

building relationships which had emerged as some key notes on how women shape collaboration 

and instructional improvements, supported by the prior research (Fairman & Mackenzie, 2014; 

Wenner & Campbell, 2018; York-Barr & Duke, 2004). For example, mentorship was a 

consistently mentioned term as it described with the idea of support and guidance which gave 

many participants a chance to reflect on how this helped them grow in a professional light.  

On top of that, mentorship also gave some reflection on research that also highlighted how 

women teacher leaders are often recognized as a person that provides nurturing professional 

growth in those around them (Sharar & Nawab, 2020; Sinha & Hanuscin, 2017). This 

mentorship experience extended beyond the formal agreement, and participants described the 

informal support that had helped them to build their confidence and resilience.  

Similarly, modeling best practices was another frequent key component in participant 

responses when referencing instructional support from women teacher leaders, this aligns with 

prior studies that showed that women teacher leaders are often known for leading by example to 

help influence peer behavior (Cooper et al., 2015; Fairman & Mackenzie, 2014; Wenner & 

Campbell 2018). This is essentially talking about rather than telling a peer or colleague what to 



 

    

 

   

 

41 

 

do, Cooper et al. (2015) argued that modeling leadership can have a greater influence on peers, 

more so than the authority or training from a leader. It was noted that women teacher leaders 

leaned away from an authoritative approach and chose to lead by example and model for their 

peers.  

Another reference that participants noted was how women teacher leaders were more 

inclusive and had equity in mind when showcasing their leadership practice, which does give a 

connection to research that stated that women leaders have a focus of justice and care in the 

practices (Wenner & Campbell, 2018; Stanley & Crawford, 2022). The findings aligned with the 

literature emphasizing that women in educational leadership often demonstrate relational and 

service-oriented leadership styles, which can be characterized by collaboration, support, and 

influence from peers (Fairman & Mackenzie, 2014; Wenner & Campbell, 2018). This is 

supported by participants who stated environments fostered by women teacher leaders were 

“welcoming”, “respectful”, and “safe”.  

Participants’ examples of mentorship, trust building, and inclusivity reflect these 

leadership actions (Shollen, 2015; Acquaro & Stokes, 2016) . The results support the value of 

these constructs and indicate the importance of continuing to use them as lenses for future 

research on women teacher leaders. The results also reinforce the importance of the constructs 

that were used in this study and even support their continue their continued application in future 

research.  

Limitations 

Both the quantitative survey data and the qualitative open-ended responses offered 

meaningful insights into formal and informal ways women enact teacher leadership, but there 

were several limitations that arose. The first limitation was that the sample size was smaller than 



 

    

 

   

 

42 

 

expected, which lead to the data being skewed slightly such as limits on participants of different 

racial identities and male participants. The lack of balance could have had an impact on the 

generalizability of the quantitative results and limited the depth of some demographic 

comparisons. To address this limitation, descriptive statistics were used to summarize patterns, 

and the subgroups were combined to make only two groups due to the size. Additionally, the 

open-ended qualitative responses were able to provide a little further context to balance out the 

limited quantitative comparisons. 

The second limitation was that the qualitative data was self-reported, which could reflect 

more on their perceptions more than the actions that teacher leaders take. On top of that, there 

could be some bias within the self-identification roles. This is due to the nature that a participant 

could have felt social desirability bias, which essentially means that the participant could idealize 

their own roles or those of their peers. To address this limitation and maintain trustworthiness, 

open-ended responses were analyzed by using an inductive coding process. This is where the 

codes emerged directly from the participant responses. This allowed the findings to be more 

grounded in the data rather than shaped by assumptions. Themes were then aligned with the 

study’s constructs, helping to ensure that there was consistency between the research questions 

and the qualitative analysis. 

Finally, because the survey was distributed online, primarily through Facebook teacher 

groups and professional networks, this has a risk of selection bias. Participants may have been 

more likely to engage with the study because they were interested in the topic previously or were 

part of online communities such as Facebook teacher groups, that were supporting such 

discussions, which could influence the perspectives represented in the findings. While that could 

have influenced the perspectives represented in the findings, the study used multiple social media 



 

    

 

   

 

43 

 

groups and had an emphasis on inviting participants of different natures such as ethnicity, 

gender, and other demographic groups. The integration of quantitative and qualitative data 

allowed for some degree of triangulation, which gave support to a more comprehensive 

understanding of women teacher leaders’ practices. 

Future Research 

Future research should continue to examine the nuanced experience of women teacher 

leaders using both quantitative and qualitative methods. By having a larger and more diverse 

sample, this would give more of deeper understanding of how identity intersects with leadership 

actions in women teacher leaders. Exploring the leadership experiences in different roles could 

benefit as well such as more teachers in the early years, rural areas and special education 

teachers could provide some new insights of instructional leadership. Future research should 

focus on deeper explorations of intersectionality in women's leadership experiences, the long-

term impacts of targeted professional learning programs, and the systemic conditions that either 

enable or hinder women teacher leaders’ influence on the school culture and the outcomes for 

students.   

Conclusion 

This study highlights the contributions of women teacher leaders to collaboration and 

instructional improvement in elementary settings. The use of quantitative and qualitative 

approach allowed for exploration on how women teacher leadership is very broad with areas of 

relationship building, mentorship, modeling. and shared responsibility. Quantitative data 

revealed the high perceptions of women teacher leaders across all demographic groups, with 

trends in mentoring and reflective practice that does suggest that further investigation is 

warranted. The qualitative data was enriching the results from the quantitative data by providing 



 

    

 

   

 

44 

 

an insight into how leadership is experienced by others. Together, the findings affirm that 

leadership that is enacted by women teacher leaders in the elementary setting is relational, 

service-oriented, and valued by peers.  

Despite the few statistically significant differences that emerged in the quantitative 

analysis, the combination of the data sources did reveal that teacher leadership is broad and more 

complex than it appears, with differing strengths in relationship building, mentoring, and shared 

responsibility. Women teacher leaders serve many roles, often creating environments that are 

highly encouraging of collaboration and lifelong learning. These findings suggest that by 

recognizing, supporting, and developing women teacher leaders can help to strengthen schools' 

culture and foster environments that benefit others. The study contributed to the growing 

research on teacher leadership by placing an emphasis on the relational and service-oriented 

dimensions that women bring to the leadership practices. Future research should focus on the 

explorations of intersectionality, the impact of targeted professional development, and systemic 

supports that can ensure leadership opportunities are available for all women.   



   

 

   

 

 

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Appendices 

Appendix A 

IRB Approval

 

 



   

 

   

 

 

Appendix B 

 

Email Invite 

 

Subject Line: Your Voice Matters: Participate in a Research Study 

Dear Teacher Leader,  

My name is Olivia Branton, and I’m a graduate student at East Carolina University. I’m inviting 

you to participate in my research study titled “Women Teacher Leaders and the Change They 

Bring to Education.” 

The purpose of this study is to better understand how women teacher leaders impact 

collaboration and improve instruction. Your experiences and insights are essential in helping us 

advance this important research. 

What to Expect: 

• The survey will take about 15 minutes of your time. 

• Participation is completely voluntary and confidential. 

If you’re interested, please click the link below to participate: 

https://forms.gle/z5jDcy5d7WafHZG56 

 

If you have any questions or need more information, feel free to contact me at 

brantono23@students.ecu.edu 

Thank you for considering this opportunity to contribute to research highlighting the impact of 

women teacher leaders in education. 

Warm regards, 

Olivia Branton 

 

 

 

 

 

 

 

 

https://forms.gle/z5jDcy5d7WafHZG56
mailto:brantono23@students.ecu.edu


   

 

   

 

 

 

Appendix C 

 

Constructs and Corresponding Items 

 

Teacher 

Leadership 

Action 

Research Alignment Example Survey Items 

Advocacy (Acquaro & Stokes, 

2016; Fairman & 

Mackenzie, 2014; 

Roofe & Blair, 2023; 

Shollen, 2015; Sinha & 

Hanuscin, 2017; 

Stanley & Crawford, 

2022; Stanley, 2020; 

Wenner & Campbell, 

2018) 

• Working against unfair policies that can be 

harmful to students is an important teacher 

leadership practice. 

• Teacher leaders ensure that all stakeholders are 

aware of policies and practices that inequitably 

impact students. 

• A teacher leader c