This study documents and analyses the responses of six fulltime instructors at the College of New Caledonia in Prince George, BC on what comprises instructor leadership in the classroom. The study was conducted by way of semi-structured interviews. While participants' perspectives varied at times, there were common themes that emerged across the six interviews regarding instructional leadership. The themes were the following: the place of theory in classroom instruction, goal-centeredness, essential characteristics of instructor leadership, and discipline and propriety in and out of the classroom. A central recommendation emerging from this study is instructor leadership is achieved through excellent course content and delivery, classroom etiquette, and student success.
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Thesis advisor: Pidgeon, Michelle
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