Date of Award

Summer 7-2017

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. Rhonda Bishop

Second Advisor

Dr. Sherry DeVore

Third Advisor

Dr. Tracy McGrady


The effectiveness of a tutor training program is often only measured by student results rather than tutor outcomes (CRLA, 2016). Experiences in college, such as on-campus employment, greatly contribute to the development of students (Savoca, 2016). However, little research exists on the leadership development of tutors (NADE, 2016). Having a better understanding of how tutoring experiences, learning center environments, and leaders of tutor programs influence tutors’ leadership identity development offers the potential to help learning center professionals and other on-campus employers as they design programs to impact employees as future leaders. In this study, leadership identity development of tutors working at a learning center with a tutor training program certified by the College Reading and Learning Association (CRLA) was explored. A qualitative, case study design was selected for this study. The Leadership Identity Development (LID) model was applied as the study’s conceptual framework (Komives et al., 2009). Interviews with eight tutors employed at a learning center in a Midwestern community college were conducted. Data analysis resulted in the emergence of four major themes: Working in a family environment, working with diverse others, leadership empowerment, and tutors as leaders. In this study, tutors exhibited interdependent relationships, and tutors with higher levels of CRLA certification reflected leadership perspectives in line with higher stages of the LID model than tutors with level 0 or 1 certification. Based on the findings of this study, learning center professionals can intentionally create an empowering work environment to stimulate the personal and professional growth of tutors and sustain the culture of the learning center through mentorship and training programs.


Copyright 2017