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The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.
Keywords: instructional leadership, leadership, leadership in education, teacher leadership.
The concept of teacher leadership has become increasingly embedded in the language and practice of educational improvement. The central tenet of teacher leadership aligns with notions of individual empowerment and localization of management that have extended throughout the history of the United States (Clark, Hong, & Schoeppach, 1996). Specifically, the concept of teacher leadership suggests that teachers rightly and importantly hold a central position in the ways schools operate and in the core fonctions of teaching and learning.
Although this is not a new concept, "what is new are increased recognition of teacher leadership, visions of expanded teacher leadership roles, and new hope for the contributions these expanded roles might make in improving schools" (Smylie & Denny, 1990, p. 237). Recognition of teacher leadership stems in part from new understandings about organizational development and leadership that suggest active involvement by individuals at all levels and within all domains of an organization is necessary if change is to take hold (Ogawa & Bossert, 1995; Spillane, Halverson, & Diamond, 2001). Educational improvement at the level of instruction, for example, necessarily involves leadership by teachers in classrooms and with peers. Expanded teacher leadership roles range from assisting with the management of schools to evaluating educational initiatives and facilitating professional learning communities. The hope for teacher leadership is continuous improvement of teaching and learning in our nation's schools, with the result being increased achievement for every student.
The most recent emphasis on teacher leadership has its roots in the education reform...