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The Identification of Teacher Leaders Through the National Board Certification Process in Mississippi Public Schools

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TITLE: The Identification of Teacher Leaders Through the National Board Certification Process in Mississippi Public Schools
 
RESEARCHER: Edna M. Waller
College of Education
The University of Southern Mississippi
Doctoral Dissertation: December 2000

OBJECTIVE
This study examined the differences between the leadership practices of Mississippi teachers who have successfully completed the National Board Certification process and those who have not.

METHODOLOGY
The sample consisted of 43 National Board Certified teachers (43% response rate) and 40 teachers (40% response rate) who were not Board certified, each selected from a random sample of 100 respondents from their respective populations. Each completed the LPI-Self and provided demographic data. The typical respondent was female (93%), over 42 years old (70%), Caucasian (93%), and with over 11 years of teaching experience (72%).

KEY FINDINGS
The National Board Certified teachers group reported significantly higher scores on all five leadership practices compared with the non-National Board Certified teachers group. Additional tests with the demographic data failed to reveal any significant effects on the differences in leadership practices between the two groups.

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