Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 8 of 8
Full-Text Articles in Education
How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck
How Are Teachers Leading Now? From Access To Activism: An Introduction To The Special Issue, Kaavonia Hinton, Jori S. Beck
Teaching & Learning Faculty Publications
In this introduction to a special issue on teacher leadership (TL), the editors argue that recent attacks against antiracist teaching have influenced TL. Thus, we offer an overview of several issues these collected authors explore related to TL, including access to TL for teachers of color; advancing equity through leadership teams; self-care for teacher advocates; and TL as advocacy, activism, and antiracist work.
Open To All: Administrators’ And Teachers’ Perceptions Of Issues Of Equity And Diversity In Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Brandon M. Butler, Peter D. Wiens
Open To All: Administrators’ And Teachers’ Perceptions Of Issues Of Equity And Diversity In Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Brandon M. Butler, Peter D. Wiens
Teaching & Learning Faculty Publications
This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.
A Mixed Methods Investigation Of Administrators’ And Teachers’ Perceptions Of Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Peter D. Wiens, Brandon Butler
A Mixed Methods Investigation Of Administrators’ And Teachers’ Perceptions Of Teacher Leadership, Jori S. Beck, Kaavonia Hinton, Peter D. Wiens, Brandon Butler
Teaching & Learning Faculty Publications
Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also …
Perspectives On Teacher Leadership: Implications For Practice And Teacher Leadership Development, Jennifer Thomason, Karen L. Sanzo, Jay Paredes Scribner
Perspectives On Teacher Leadership: Implications For Practice And Teacher Leadership Development, Jennifer Thomason, Karen L. Sanzo, Jay Paredes Scribner
Educational Foundations & Leadership Faculty Publications
Teacher leaders are valuable members of the school community. However, there is little existing research that explores how teacher leaders shape and enact their roles. In this article we explore how teacher leaders come to understand their role, as well as how principals and other school colleagues interact with teacher leaders and the ways in which those interactions support teacher leader role development. These findings have significant implications in helping us understand how to help teacher leaders develop in their role and the ways in which leaders can foster teacher leadership growth.
But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck
But Are They Good Teachers? Examining Who Takes Up Teacher Leadership And How Their Instruction Differs From Their Peers, Peter D. Wiens, Jori S. Beck
Teaching & Learning Faculty Publications
Teacher leaders function in many roles in supporting school success including instructional leadership and supporting colleagues. This study draws upon the Status of the Social Studies Survey (Fitchett & Vanfossen, 2013) to examine the responses of 6,702 US-based middle and high school social studies teachers to understand the antecedents of teacher leadership and the instructional practices of these individuals compared to their peers. Survey responses indicate that the vast majority of social studies teachers report participating in some aspect of teacher leadership. Teacher leaders tend to be less experienced and have less educational attainment while employing more research-based instructional techniques.
Micropolitical Influences On Teacher Leader Selection & Enactment, Jennifer Lynn Arthur Thomason
Micropolitical Influences On Teacher Leader Selection & Enactment, Jennifer Lynn Arthur Thomason
Educational Foundations & Leadership Theses & Dissertations
The teacher leader phenomenon is plagued with uncertainty but has potential to be a catalyst for building school capacity and increasing school improvement. Questions remain about defining teacher leadership, roles of teacher leaders, and how they carry out a quasi-leadership role in a traditionally hierarchical system. Research on micropolitics in education, specifically how micropolitical influences within an organization affect teacher leader selection and enactment, is lacking. This phenomenologically informed study explored micropolitical influences on teacher leader selection and enactment through the shared experiences of teacher leaders and administrators. Purposeful, criterion sampling was used to select administrator and teacher leader participants. …
Who Am I Now? Teachers’ Development Of Leadership Identity A Phenomenologically-Informed Qualitative Research Study, Kimberly Alicia Richardson
Who Am I Now? Teachers’ Development Of Leadership Identity A Phenomenologically-Informed Qualitative Research Study, Kimberly Alicia Richardson
Educational Foundations & Leadership Theses & Dissertations
Due to the complexity of schools and more challenges to teaching and learning, teacher leadership is an answer to reform that addresses both improving teaching and restructuring of schools (Smylie & Denny, 1990). While empirical research exists that speaks to teacher leadership work, what teacher leaders do and why particular teachers emerge as leaders. An expanding body of research (e.g., Day and Harrison, 2007; Day, Kington, Stobart, & Sammons, 2006; Lord and Hall, 2005) advocates the acceptance of coupling identity and leadership, and the acknowledgment of the influence on leader’s development and behaviors. This phenomenological study examined the leadership identity …
Teacher Leadership: Emergent Leadership In A Complex System Functioning As A Professional Learning Community, Andrea Lorene Voshell
Teacher Leadership: Emergent Leadership In A Complex System Functioning As A Professional Learning Community, Andrea Lorene Voshell
Educational Foundations & Leadership Theses & Dissertations
The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to professional learning communities was investigated in this study. Through in-depth interviews exploring ways in which teacher leadership manifests itself, the ability of teachers to understand their own leadership capacity, and how their emergent leadership influences others, data from this study reshape the notion that schools do not need to reform, but need to transform from traditional schools of teaching into contemporary schools of learning, providing the type of professional knowledge needed to foster 21st century skills …