The association between teacher leadership and student achievement: A meta-analysis

Shen, Jianping; Wu, Huang; Reeves, Patricia; Zheng, Yunzheng; Ryan, Lisa; Anderson, Dustin

doi:10.1016/j.edurev.2020.100357

Cited by 132 publications

(106 citation statements)

References 58 publications

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“…They also represented what Cohen (2011) discussed as 'capacity' to address the issues associated with fragmented education system. The construct of integrated school leadership includes the elements of, for example, principal's instructional leadership (Y. L. Goddard et al, 2019;R.D Goddard et al, 2015) and teacher leadership (Sebastian et al, 2016;Shen, Wu, Reeves, Zheng, Ryan, & Anderson, 2020). The seven dimensions illustrated above are just examples of integrated school leadership.…”

Section: The Role Of Integrated School Leadershipmentioning

confidence: 99%

The theory of bifurcated educational system and its implications for school improvement

Shen

2020

International Journal of Leadership in Education

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Educational reforms fail again and again. One reason for the failure is that educational reform stops just outside the classroom door. During the last 25 years, the dominant educational reform initiatives in the US have operated under the misguided conventional wisdom that the educational system is loosely coupled. With this model in mind, decades of educational reform efforts have focused on tightening the system. Based on empirical results we argue that the educational system is neither loosely or tightly coupled, but bifurcated in that (to borrow a metaphor from geoscience) it is comprised of two tectonic plates. The first plate consists of the state, district and school levels, and the second is the classroom, with a fault line between them. The theory of bifurcated system not only explains why past educational changes have stopped at the classroom door, but also raises the key question of how to bridge the fault line. We propose two principles for school improvement in the bifurcated context. The first principle is to integrate principal and teacher leadership, effectively bridging the fault line in both directions. The second principle is the school renewal process, helping transform the classroom practice by emphasizing implementation integrity rather than fidelity.

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Section: The Role Of Integrated School Leadershipmentioning

confidence: 99%

The theory of bifurcated educational system and its implications for school improvement

Shen

2020

International Journal of Leadership in Education

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“…Teacher leadership has garnered significant attention in recent years. It is generally understood that fostering teacher leadership improves school culture and benefits both teachers and students (Allen, 2017; Helterbran, 2010; Muijs & Harris, 2007; Pineda‐Baez et al, 2019; Schott et al., 2020; Shen et al, 2020; Sinha & Hanuscin, 2017; Visone, 2020; Wenner & Campbell, 2017; York‐Barr & Duke, 2004). Research from the overall field of leadership also supports the idea of shared or distributed leadership and the benefits of dispersing leadership among stakeholders (Frost, 2008; Helterbran, 2010; Jacobs et al, 2016; Lee Bae et al, 2016; Muijs & Harris, 2007; Pineda‐Baez et al, 2019; Shen et al, 2020; Visone, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Perhaps of greater importance, teacher leadership has been shown to have positive outcomes for students (Allen, 2017; Pineda‐Baez et al., 2019; Schott et al, 2020; Shen et al, 2020; Smylie & Eckert, 2018; Wenner & Campbell, 2017). More satisfied and confident teachers are likely better teachers, so school culture and teacher benefits reach students indirectly.…”

Section: Literature Reviewmentioning

confidence: 99%

“…More satisfied and confident teachers are likely better teachers, so school culture and teacher benefits reach students indirectly. Teacher leadership has been shown to improve student performance and achievement, likely due to the indirect benefits of school culture and teacher satisfaction as well as the improvement in instruction that results from teacher peer support, mentoring, and coaching (Allen, 2017; Pineda‐Baez et al., 2019; Schott et al, 2020; Shen et al., 2020; Wenner & Campbell, 2017; York‐Barr & Duke, 2004). The learning culture for students can be improved through teacher leadership.…”

Section: Literature Reviewmentioning

confidence: 99%

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Fostering Teacher Leadership in K‐12 Schools: A Review of the Literature

Simpson¹

2021

Perf Improvement Qrtly

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Teachers are in classrooms with students every day, and therefore it is essential that they be involved in school leadership. Teacher leadership has been shown to improve school culture, benefit teachers, improve student achievement, and improve the greater learning community. Teachers lead by getting involved in school‐level decision making, improvement planning, action research, or leading new initiatives. They also lead professional development activities and play the important role of acting as mentors and coaches for their colleagues. In order for teacher leadership to be successful, schools need to develop a culture of collaboration and trust while promoting a shared vision and goals for the school. Shared leadership is a model that can enable the benefits of teacher leadership in schools. Administrators need to value teacher leadership and solicit the input of teachers in school matters. Administrators can promote teacher leadership by encouraging teachers to lead initiatives and creating teams to handle various aspects of running the school. Time must also be available for teacher leaders to carry out their regular duties and for creating opportunities for professional development. Administrators also must reward the efforts of teacher leaders and potentially partner with teacher leadership programs or organizations. In order for shared leadership to thrive, school leaders must create the conditions that allow teachers to share the responsibilities of leading the school. The research shows that when the necessary antecedents and enablers are in place, teacher leadership can grow and lead to positive outcomes for students, teachers, and the greater school community. Through a review of the relevant literature, this article will add to the relevant field of knowledge by analyzing what can be done to strengthen teacher leadership in K‐12 schools.

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“…Teacher learning and teacher leadership are connected, especially collaborative inquiry among teachers, which can facilitate teachers in developing as leaders (Darling‐Hammond et al., 2017; Szczesiul & Huizenga, 2015; Yow & Lotter, 2016). Recent research has found that schools in which teachers feel they have a voice in instructional and school‐based decisions, especially those concerning student discipline and school improvement issues, have higher student academic achievement (Ingersoll, 2018; Shen et al., 2020). In addition to improved student learning, teacher leadership opportunities have also been shown to be important for increasing teacher's instructional efficacy, work satisfaction, and retention (Muijs & Harris, 2006; National Research Council, 2014; Torres, 2019).…”

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confidence: 99%