Group leadership in the project-based learning classroom

Purpose. The purpose of this study was to explore the group leadership behaviors teachers employed among student work groups within the project-based learning (PBL) classrooms of New Technology high schools across the United States.;Methodology. The researcher employed an explanatory mixed-method design, which included 266 teachers of 27 New Technology high schools across the country. The quantitative instrumentation utilized for the data collection consisted of Fleishman's (1989) "Leadership Opinion Questionnaire" and the researcher's "Project-Based Learning Teacher Questionnaire." The qualitative instrumentation utilized for data collection consisted of the researcher's semi-structured interview instrument and a direct observation instrument, the "Project-Based Learning Observation Form.".;Findings. This study found that the PBL teacher sample exhibited a dominant leadership style of consideration behaviors over that of initiating structure behaviors. Teachers that employed high consideration and high initiating structure behaviors were found to espouse and utilize the greatest number of leadership behaviors associated with group effectiveness criteria in the PBL classroom. Teachers that employed low consideration and low initiating structure behaviors employed intimidation as their sole behavior. The teachers interviewed and observed were absent of behaviors to encourage student work groups in developing a sense of potency and establishing a clear definition of team membership. Six of the eight teachers interviewed perceived situational factors, such as teacher training, as influential to their leadership actions.;Conclusions. In conclusion, PBL teachers with a leadership attitude of high consideration and high structure were more likely to employ behaviors to support student work groups towards effectiveness than all other categorical leadership groups. It was also concluded that further training should be employed to support teachers who are absent of particular leadership behaviors associated with group effectiveness criteria and require support in relation to situational factors in the PBL environment.;Recommendations. Further research should be pursued in the areas of leadership behavior and situational leadership to gain a better understanding of how to train PBL teachers in supporting student work groups. Future research is advised in the following areas: (a) transformational leadership, (b) measurements of leadership, (c) image management, (d) collaborative leadership, (e) teacher transition, and (f) achievement.