Semester of Gradation
Summer 2025
Degree Type
Dissertation
Degree Name
Doctor of Education in Teacher Leadership
Department
Educational Leadership
Committee Chair/First Advisor
Dr. Erin Adams
Second Advisor
Dr. Jen Wells
Third Advisor
Dr. Caroline Conner
Abstract
This qualitative research study brings together social studies education and teacher leadership. Social studies lacks study in the teacher leader literature. This study aimed to understand whether the disciplinary nature of social studies education influenced the enactment of teacher leadership. This study sought an answer to the central research question: What does it mean to be a social studies teacher leader? Using a hermeneutic phenomenology research design, data were collected through semi-structured interviews across two groups of participants. Seven social studies teacher leaders made up one group, and five social studies teachers without leadership roles comprised the other. Findings indicated that social studies teacher leaders experience teacher leadership in a manner similar to teacher leaders in other disciplines. Emergent findings suggest that when social studies teacher leaders apply the perspectives and principles of social studies education, it can inform their approach to enacting teacher leadership. Furthermore, social studies teachers and leaders balance multiple role identities, such as “coach,” well when a dynamic systems model is applied to their understanding. This study fills a gap in the teacher leader literature by demonstrating that social studies as a discipline can inform teacher leadership. The findings suggest that more emphasis should be placed by teachers, school and district-level leaders, and educational policymakers on professional learning surrounding teacher leadership and the perspectives and principles of social studies education.