Location
Morgan
Session Format
Presentation
Abstract
Early results from a pilot survey administered to contrasting groups of teachers and principals with varying degrees of familiarity with formalized teacher leadership (TL) revealed similarities with how teacher leadership is being practiced in schools, but also differences in how TL is conceptualized. Scale scores from the 4-factor model (Sharing Leadership, Principal Selection, Sharing Expertise, and Supra-Practitioner) from Angelle and DeHart’s (2010) Teacher Leadership Inventory were similar across groups, but significant differences among TL and non-TL groups were present in three items: teachers ask each other for assistance with student behavior, teachers offer assistance on how to teach new topics, and teachers willingly stay after school to work with administrators. Qualitative coding of open response items addressing TL conceptualizations, roles, and tasks revealed that non-TL principals struggled to identify specific roles teacher leaders could occupy in schools. Additional findings, implications, and next wave of data collection is discussed.
Keywords
Teacher leadership, survey research, qualitative coding
Professional Bio
Dr. Jeffrey Keese is an Assistant Professor of Teacher Leadership at Mercer University in Atlanta. He is interested in research interrogating the structures existent in schools that facilitate and hinder teacher effectiveness.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Keese, Jeffrey, "Conceptualizations of Teacher Leadership in Georgia: Results from a Pilot Survey" (2024). Georgia Educational Research Association Conference. 48.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/48
Conceptualizations of Teacher Leadership in Georgia: Results from a Pilot Survey
Morgan
Early results from a pilot survey administered to contrasting groups of teachers and principals with varying degrees of familiarity with formalized teacher leadership (TL) revealed similarities with how teacher leadership is being practiced in schools, but also differences in how TL is conceptualized. Scale scores from the 4-factor model (Sharing Leadership, Principal Selection, Sharing Expertise, and Supra-Practitioner) from Angelle and DeHart’s (2010) Teacher Leadership Inventory were similar across groups, but significant differences among TL and non-TL groups were present in three items: teachers ask each other for assistance with student behavior, teachers offer assistance on how to teach new topics, and teachers willingly stay after school to work with administrators. Qualitative coding of open response items addressing TL conceptualizations, roles, and tasks revealed that non-TL principals struggled to identify specific roles teacher leaders could occupy in schools. Additional findings, implications, and next wave of data collection is discussed.
