A case study of teacher leadership as a strategy for implementing change.

다국어 초록 (Multilingual Abstract)

The use of teacher leadership to implement change in schools is examined using a descriptive case study method. The researcher, who was also the principal of the school, studied the experiences of nine teachers who volunteered to be part of a teacher leadership team charged with leading the implementation of a new, standards-based report card at their suburban elementary school. Data were collected through interviews, questionnaires, reflective writing prompts, and observations in order to determine how leading a change in practice might affect teachers' perceptions of (1) the concept of teacher leadership, (2) supports for and impediments to the practice of teacher leadership, and (3) the benefits and drawbacks of teacher leadership work.
The findings indicate that the teachers already held positive perceptions of teacher leadership and that these were maintained or strengthened as a result of their experiences. They defined teacher leadership as shared leadership, collaboration, facilitation, shared expertise, and empowerment. The teachers perceived that their leadership efforts had a positive effect on the implementation of the new report card.
The teachers identified actual and potential supports for and impediments to teacher leadership. They viewed a receptive and supportive culture, a supportive principal, dedicated time, an enabling organizational structure, and a sense of efficacy as supports. They saw the opposites of these, as well as fear of failure, lack of confidence, and personality traits, as impediments.
The teachers identified more actual and potential benefits than drawbacks of practicing teacher leadership, namely: improved communication, increased collaboration, increased voice, greater ownership, improved leadership skills, heightened confidence, stronger peer relationships, improved culture, and improved practice. Actual and potential drawbacks were: competing responsibilities, less efficiency, discomfort leading peers, frustration due to ineffectiveness, and organizational misalignment.
Implications from the findings include: employing teacher leadership in order to implement a change in practice can be an effective strategy; principals play a key role in supporting or thwarting teacher leadership; and the practice of teacher leadership and a "learning community" culture are mutually reinforcing.