What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship

Abstract

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

“…With the growing pressures of external evaluation systems (e.g. PISA), North American and European scholars have renewed or focused more attention on instructional leadership approaches, leadership in professional learning communities, and teacher leadership (York-Barr and Duke 2004).…”

Liderazgo pedagógico, liderazgo docente y su papel en la mejora de la escuela: una aproximación teórica

“…La importancia del liderazgo docente radica en el rol fundamental que tiene el profesor en el liderazgo pedagógico de la escuela, su funcionamiento en general y sus procesos centrales: la enseñanza y el aprendizaje (York-Barr & Duke, 2004 El ejercicio de roles de liderazgo por parte de los docentes implica que el liderazgo, la responsabilidad y las visiones en la escuela son compartidas (Nappi, 2014;Kurtz, 2009). A su vez, el docente líder comparte con otros sus recursos, experiencia y expertise, de tal forma que los recursos individuales enriquezcan y refuercen los colectivos (Nappi, 2014).…”

“…Así, el liderazgo docente trae aportes esenciales al desarrollo escolar y la mejora de la calidad educativa (Seitz & Capaul, 2007). Para que el liderazgo docente tenga lugar, se requiere el apoyo activo de los directivos, crear espacios de aprendizaje y poner a disposición tiempo y recursos (York-Barr & Duke, 2004). Como se ha afirmado, es responsabilidad de los directivos y demás actores en posiciones formales de liderazgo que se creen estas condiciones.…”

The Effect of Bureaucratic School Structure on Teacher Leadership Culture: A Mixed Study

“…Finally, the supportive working environment refers to working environments that encourage teacher leadership in which trust is essential, and cooperation and communication are at a good level (Demir, 2014). In this context, in schools in which there is a supportive working environment, teacher autonomy is high (Wenner & Campbell, 2016), time and resources are provided to teachers (Chew & Andrews, 2010;York-Barr & Duke, 2004), team leadership opportunities are offered (Gaffney & Faragher, 2010), and the involvement in the decision-making processes is encouraged (Chew & Andrews, 2010). In addition to these, attention is paid to ethics in schools (Beachum & Dentith, 2004;Gordin, 2010;York-Barr & Duke, 2004), the tasks are well-defined (Muijs & Harris, 2006), the quality of communication is increased (Harris & Muijs, 2005), and learning opportunities are created from mistakes (Barth, 2000).…”

“…In this context, in schools in which there is a supportive working environment, teacher autonomy is high (Wenner & Campbell, 2016), time and resources are provided to teachers (Chew & Andrews, 2010;York-Barr & Duke, 2004), team leadership opportunities are offered (Gaffney & Faragher, 2010), and the involvement in the decision-making processes is encouraged (Chew & Andrews, 2010). In addition to these, attention is paid to ethics in schools (Beachum & Dentith, 2004;Gordin, 2010;York-Barr & Duke, 2004), the tasks are well-defined (Muijs & Harris, 2006), the quality of communication is increased (Harris & Muijs, 2005), and learning opportunities are created from mistakes (Barth, 2000). Therefore, it can be stated that the school culture that supports teacher leadership has school characteristics that focus on the professional development of the teacher, are sensitive and helpful to the areas led by it, provide autonomy, enable occupational cooperation, and support the active involvement of teachers in decision-making processes.…”