Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary B. Hallums

Abstract

The problem of this project study was that middle school teachers in a public schooldistrict in southwestern United States did not understand the principals’ expectations for implementing the team model and its effect on their relationship with administrators the team model regarding the relationship between administrators and teachers. The purpose of this basic qualitative project study was to investigate the perceptions of school principals and middle school teachers regarding the team model and the principals’ expectations for classroom instruction. The conceptual framework for this project was the team model of transformational leadership. The research site was a public school district located in the southwestern United States. Purposeful sampling was used to select 10 teachers and 3 administrators. Data collected using semistructured, Zoom interviews were thematically analyzed, resulting in the following emergent themes: (a) contrasting teacher and administrator perceptions; (b) importance of roles: trust, communication, and understanding for the proper implementation of the team model; (c) lack of communication, empathy, and unity as hindrances to the implementation of the team model; and (d) administrative and staff support and improved disciplinary procedures as benefits of the team model. Teachers and principals indicated that the team model is an effective tool for implementing the processes and disciplinary procedures needed at a campus. The key recommendation was a 3-day professional development (PD) seminar developed for principals and teachers to learn how to improve their relations. The findings of this project study may lead to positive social change by supporting improved relationships between administrators and teachers, increasing teacher self-efficacy, and establishing more effective classroom instruction.

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