Commonalities and Differences in Teacher Leadership at the Elementary, Middle, and High School Levels [electronic resource] / Mary Stone and Others.
This paper reports the findings of three integrated studies initiated by principal/researchers in an elementary, middle, and high school. The purpose of integrating the studies was to compare and contrast teacher leadership in the following areas: characteristics of teacher leadership, motivation fo...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1997.
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| Summary: | This paper reports the findings of three integrated studies initiated by principal/researchers in an elementary, middle, and high school. The purpose of integrating the studies was to compare and contrast teacher leadership in the following areas: characteristics of teacher leadership, motivation for teachers to assume leadership roles, supports and constraints of teacher leadership, and the effects of teacher leadership on professional practices and school improvement. Using case study methodology with multiple sources of evidence, six identified teacher leaders from each site were studied. Similarities in findings indicated that: (1) teacher leaders have more years of teaching experience; (2) teacher leaders assume leadership roles for personal and professional reasons and increased involvement in decision making; (3) teacher leaders are supported by encouraging individuals, time, decision making/teaching empowerment, and professional opportunities; (4) teacher leaders are constrained by time, power, and politics; (5) teacher leadership improves professional practice by encouraging collaboration and decision making; (6) teacher leadership assists in school improvement efforts by recognizing and utilizing teachers' views and voices. Differences at the three levels showed up in the perception and role of teacher leadership, and activities in and responsibilities of teacher leadership. General conclusions indicated that teacher leadership is dependent on a supportive culture, enhanced by a voice in decision making, and constrained by the lack of time and the egalitarian ethic among teachers. (Contains 62 references) (Author/ND) |
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| Item Description: | ERIC Document Number: ED407367. ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). |
| Physical Description: | 37 p. |