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Abstract
Given the increasing number of National Board Certified Teachers, the purpose of this study was to examine the perspectives of five National Board Certified Teachers on how their leadership activities after gaining certification impacted their relationship with their principals and their job satisfaction. This qualitative study sought to draw from the experiences of these teachers and their interaction with others to learn how National Board Certification had impacted their teacher leadership activity, their relationship with their principals, and their job satisfaction. An interpretive approach was used to discover how the teachers developed their perspectives and why they believed the way they did. Through the lens of symbolic interactionism, data from interviews, field notes, and other artifacts were analyzed using a constant comparative approach. Three themes emerged revealing the perspectives of the teachers on their leadership activities. The first theme indicated that these National Board Certified Teachers assumed more leadership activities after achieving National Board Certification. The second theme indicated that there was variance in the support and understanding of National Board Certification by the principals with whom the teachers worked. The third theme indicated that job satisfaction for these teachers has been positively impacted by the collaboration, autonomy, and decision- making that come from teacher leadership responsibilities. However, although the teachers did express satisfaction with their jobs, four of the five are planning to leave the classroom for administrative or supervisor positions. Findings have implications for further research, particularly in the area of the knowledge and support of National Board Certification by principals. National Board Certification, a relatively new reform movement, was envisioned to identify accomplished teachers who could assume teacher leadership roles while remaining in the classroom.