Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sabine Branch

Keywords

teacher-leader, student-centered learning, student agency, teacher efficacy, active learning, pedagogy, distributed leadership, empowerment

Disciplines

Education

Abstract

The purpose of this qualitative case study was to examine the techniques of teacher-leader development for civilian teachers within a professional military education (PME) environment in the northeastern United States. Guided by transformational leadership theory, the study employed a holistic, explanatory case study methodology, utilizing document analysis, direct observations, and semi-structured interviews with 12 civilian faculty members. The central research question that guided this study was: How can teacher-leader development of civilian teachers in a PME environment in the northeastern United States be transferred to other higher education institutions? The findings revealed a deeply embedded and intentional culture of teacher leadership characterized by four key themes: (1) the primacy of student-centered facilitative leadership, where instructors act as guides rather than lecturers; (2) a profound commitment to holistic student development and mentorship that extends beyond academic instruction; (3) a culture of intentional and professional educational practice, with faculty leading by example; and (4) the skillful navigation of the unique PME context, where civilian faculty bridge the civil-military divide and serve as the institution’s long-term memory. Collectively, these results indicated that the PME environment successfully cultivates empowered teacher leaders through a combination of deliberate institutional structures, a focus on practical relevance, and a shared professional commitment to developing students as future leaders.

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