Professional development and job-embedded collaboration: how teachers learn to exercise leadership

Abstract

Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked in the Midwestern region of the United States participated in the study. Data collection included written self-reflections, questionnaire responses and a participant focus group. Teachers in the study learned to exercise leadership gradually, over time as they accumulated professional experience. Findings of the study revealed three factors that developed teacher leadership: exposure to research-based practices, increased teacher selfefficacy, and serving beyond the classroom. Professional development designed to improve teaching practice, paired with job-embedded collaboration, supported teachers' progress toward leadership. Contrary to the findings of similar studies, leadership-focused professional development provided only peripheral support. Taking this research into account, the study concludes that professional development designed to improve teaching practice and build leadership skills, paired with job-embedded collaboration, supports teachers toward leadership gradually, over time, as they accumulate professional experience and increase self-efficacy.

Examining the Relationship between School Culture and Teacher Leadership

“…Accordingly, it can be said that teacher leadership behaviors in high schools increase in parallel with task-oriented, success-oriented, bureaucratic, and support-oriented culture. Factors that affect the development of teacher leadership include school principals supporting the staff in different aspects (Hart, 1994;York-Barr & Duke, 2004;Wenner & Campbell, 2016), giving teachers time to develop themselves (Chew & Andrews, 2010), the existence of learning communities in schools that ensure professional collaboration (Hunzicker, 2012;Chamberland, 2009), and an environment of trust and peace at school (Beachum & Dentith, 2004;Gordin, 2010;York-Barr & Duke, 2004). However, teachers' lack of time, poor communication, structural factors and personal characteristics (Wenner & Campbell, 2016), lack of shared vision (Brooks, Scribner, & Eferakorho, 2004), excessive workload, insufficient support (Adams & Gamage, 2008), and an authority and autonomy gap (Friedman, 2011) weaken teacher leadership.…”

“…In environments where teacher leadership is encouraged, practices towards ensuring collaboration among colleagues, school administrators' support, and a supportive work setting are significant (Demir, 2014). On the other hand, the elements that improve teacher leadership include principal support (Hart, 1994;York-Barr & Duke, 2004;Wenner & Campbell, 2016), teacher autonomy (Wenner & Campbell, 2016), providing teachers with time and resources (Chew & Andrews, 2010;York-Barr & Duke, 2004), common vision (Chamberland, 2009;Gaffney & Faragher, 2010;Muijs & Harris, 2006), sharing leadership (Brosky, 2011;Chamberland, 2009), school structure and processes (Beachum & Dentith, 2004), team leadership (Gaffney & Faragher, 2010), school-society relationships (Beachum & Dentith, 2004), learning communities (Chamberland, 2009;Gaffney & Faragher, 2010;Hunzicker, 2012), participation in decision-making and developing a common curriculum (Chew & Andrews, 2010), paying attention to trust, respect, and ethics at school (Beachum & Dentith, 2004;Gordin, 2010;York-Barr & Duke, 2004), well-defined tasks (Muijs & Harris, 2006), and a culture of constant development at school (Borchers, 2009). …”

How can the skills of Early Years leaders support other leaders in a primary school setting?

“…Reflecting on Hunzicker's (2012) research, carrying out leadership roles leads to growth and development professionally. Together, such conceptualizations suggest that teacher leadership development consists of three ideas, namely 'teacher participation, teacher learning and teacher influence' (Hunzicker, 2012: 276 Aubrey (2011: 13) suggested that there is a lack of leadership skills development within the context of Early Years, and this could be one reason why Early Years leaders may not consider themselves as leaders of learning and people.…”

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

“…Firstly, the dimension of occupational cooperation refers to the studies of teachers for common goals and cooperation. In schools in which occupational cooperation is supported, common goals and vision are created (Chamberland, 2009;Gaffney & Faragher, 2010;Muijs & Harris, 2006), and professional learning communities are developed (Chamberland, 2009;Danielson, 2006;Gaffney & Faragher, 2010;Harris & Muijs, 2005;Hunzicker, 2012;McCay, Flora, Hamilton, & Riley, 2001). Secondly, the school administrator supports teachers.…”