The identification of teacher leaders through the National Board Certification process in Mississippi public schools

Edna Murphy Waller

Abstract

This study examined the differences between the leadership behaviors of Mississippi teachers, as measured by the Leadership Practices Inventory, who have successfully completed the National Board certification process and those who have not. The data were collected from a random sample of 43 National Board Certified teachers and 40 teachers who were not National Board Certified and analyzed descriptively and inferentially using the multiple analysis of variance procedure. Responses were measured on five dimensions of leader behavior: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. Results revealed that the National Board Certified teachers group scored higher on their self-perception of each of the leader behaviors as identified on the Leadership Practices Inventory than the non-National Board Certified teachers group. Statistical analyses revealed that these differences were significant. Demographic data were also analyzed but there was not enough evidence to conclude that these variables influenced the self-perception of leadership as measured by the Leadership Practices Inventory. The results of this study indicate that National Board Certified teachers could be given additional roles within their school setting that would allow them to function as leaders while remaining in the classroom. Using these master teachers in this capacity could distribute administrative duties and allow for leadership opportunities and growth without pulling the best teachers from the classroom for full-time administrative positions.