Teacher Leaders and their Principals: Exploring the Development of New Working Relationships

Smylie, Mark A.; Brownlee-Conyers, Jean

doi:10.1177/0013161x92028002002

Cited by 90 publications

(78 citation statements)

References 27 publications

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“…Behaviors of teacher leadership yield certain results in schools: Leading teachers represent change in every aspect of school (Harris & Muijs, 2005;Smylie & Denny, 1990), enhance the effectiveness of administrators, and lead the formation of learning communities (Hobson & Moss, 2010). In addition, they guide new teachers (Gehrke, 1991), participate in administrative matters and decisions related to the school (Smylie & Brownlee-Conyers, 1992), and play a key role in its development (Heller & Firestone, 1995). They also contribute to the school curriculum (Paulu & Winters, 1998), create an instructional vision (Can, 2006), and struggle against bureaucratic obstacles (Crowther, Kaagen, Ferguson, & Hann, 2002).…”

Section: What Is Teacher Leadership?mentioning

confidence: 99%

Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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The aim of this study is to examine the relationship between school culture and teacher leadership. A total of 366 teachers working in high schools in the Şişli district of Istanbul participated in this study. The data were gathered through the "Organizational Culture Scale" and the "Teacher Leadership Scale." The results of the study showed that the teachers' perceptions of school culture were focused on task-oriented culture, while their perceptions of teacher leadership were concentrated on organizational development. Positive and significant relationships were revealed between all subdimensions of school culture and those of teacher leadership. Support-oriented culture and task-oriented culture were found to be positive and significant predictors of the teacher leadership dimension of "organizational development." In addition, success-oriented culture and bureaucratic culture were positive and significant predictors of the teacher leadership dimension of "professional development." Furthermore, another teacher leadership dimension, "collaboration with colleagues," was positively and significantly predicted by support-oriented culture, task-oriented culture, and success-oriented culture.

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Section: What Is Teacher Leadership?mentioning

confidence: 99%

Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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“…The degree of shared influence with teachers over managerial tasks included evaluating teachers in this school, hiring teachers, deciding how the budget will be spent and setting discipline policy for the school (Bridges, 1967;Smylie & Brownlee-Conyers, 1992;Weiss, 1993).…”

Section: Variables Included In the Analysismentioning

confidence: 99%

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Urick

Bowers

2013

Educational Administration Quarterly

130

170

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Purpose: Effective styles of principal leadership can help address multiple issues in struggling schools, such as low student achievement and high rates of teacher attrition. Although the literature has nominated certain “idealized” leadership styles as being more or less effective, such as transformational, instructional, and shared instructional leadership, we have little evidence about how principals may or may not choose to practice these styles across U.S. schools. Research Design: Latent class analysis was used to identify different types of principals across the United States. We analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys. A final sample of 7,650 public schools and principals was included in the analysis. Findings: Instead of idealized leadership styles signifying variations in practice, the differences between types of principals were defined by the degree of principal and teacher leadership. Further, the school and principal context, such as school size, urbanicity, accountability performance, and principal background, predicted the three significantly different principal types: controlling, frequent principal leadership; balkanizing, high degree of leadership shared with teachers; or integrating, frequent principal leadership as well as a high degree of leadership shared with teachers. Conclusions: These types suggest that principals simultaneously practice leadership behaviors associated with multiple leadership styles in accordance with their background and school context. These findings provide support for the use of more complex models to assess school leader effectiveness.

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“…Principals played a significant role in the success of teacher leaders (Andersen, 2004: Brown & Anfara, 2002Hart, 1994;Smylie & Brownlee-Conyers, 1992).…”

Section: Discussionmentioning

confidence: 99%

“…The studies in this section address the role of the principal in teacher leader work. Smylie and Brownlee-Conyers (1992) Negotiation of principal/teacher leader roles framed other studies. Hart (1994) conducted a comparative case study of two schools engaged in career ladder reform to examine organizational change in the form of teacher work design.…”

Section: The Role Of the Principalmentioning

confidence: 99%

“…Studies in this section were all qualitative, examining the nature of teacher leadership, the interactions and relationships of teacher leaders with their building principals, (Andersen, 2004;Smylie & Brownlee-Conyers, 1992), as well as the nature of collaboration between principals and teacher leaders (Brown & Anfara, 2002;Hart, 1994). Findings about the principal/teacher leadership relationship showed that the greater the level of perceived ambiguities in a new teacher leader role, the more likely This section also addressed the role of the principal with teacher leaders where multiple teachers acted as leaders (Andersen, 2004;Brown & Anfara, 2002;Foster, 2004).…”

Section: The Role Of the Principalmentioning

confidence: 99%

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The effect of teacher leader interactions with teachers on student achievement: a predictive study.

Cohron¹

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Teacher Leaders and their Principals: Exploring the Development of New Working Relationships

Cited by 90 publications

References 27 publications

Examining the Relationship between School Culture and Teacher Leadership

Examining the Relationship between School Culture and Teacher Leadership

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

The effect of teacher leader interactions with teachers on student achievement: a predictive study.

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