The Theoretical and Empirical Basis of Teacher Leadership

Abstract

In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders' work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.

Examining the Relationship between School Culture and Teacher Leadership

“…When the findings are considered as a whole, the level of performing teacher leadership behaviors being over the moderate level can be evaluated as a positive aspect. This is because positive changes are observed in school development (Poekart, 2012;York-Barr & Duke, 2004;Wenner & Campbell, 2016) and teacher effectiveness (Harris & Muijs, 2005) depending on teacher leadership. On the other hand, teacher leadership behaviors being perceived over a certain level can be related to various organizational and personal variables.…”

“…In a seminal work that analyzed 140 studies on teacher leadership, York-Barr and Duke (2004) categorized the duties of leading teachers as ensuring coordination between school and administration, assisting in the professional development of colleagues, participating in the process of school development, ensuring the participation of parents and the environment, contributing to the teaching profession, and providing preservice teacher training. In another study, Wenner and Campbell (2016) analyzed 54 studies and revealed that teachers who assume leadership roles make other teachers feel supported, encourage professional development and growth, and make significant contributions to the changes that take place in schools.…”

“…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). …”

“…These issues include lack of teachers' time, poor communication, structural factors and personal characteristics (Wenner & Campbell, 2016), heavy workloads and an obstructive work environment (Adams & Gamage, 2008), and an authority and autonomy gap (Friedman, 2011). The lack of a shared vision (Brooks, Scribner, & Eferakorho, 2004), concentrating leadership in a single person (Chew & Andrews, 2010), a lack of trust (Muijs & Harris, 2006), and teachers not being encouraged to engage in different activities may also reduce their levels of performing leadership behaviors (Danielson, 2006).…”

“…Teacher leadership is regarded as an important factor in school development and effectiveness, as well as the dissemination of democratic values (Donaldson, 2006;Frost & Durrant, 2003;Poekert, 2012;Wenner & Campbell, 2016;York-Barr & Duke, 2004), the formation of common values, teacher effectiveness and collaboration (Harris & Muijs, 2005), administrator support (Hobson & Moss, 2010), and improvement in the quality of education (Danielson, 2006;Gehrke, 1991;Kılınç, 2014;Poekert, 2012;Wenner & Campbell, 2016). The concept of teacher leadership refers to teachers' behaviors related to institutional development, professional development and collaboration with colleagues (Beycioğlu, 2009), and their knowledge, skills and behaviors for improving learning and instruction at school (Harris & Muijs, 2005).…”