Commonalities and Differences in Teacher Leadership at the Elementary, Middle, and High School Levels

Abstract

This article reports the findings of three integrated studies initiated by principals/researchers in an elementary, middle, and high school. Using case study methodology with multiple sources of evidence, six identified teacher leaders from each site are examined. Both similarities and differences in teacher leadership within the three levels are discussed. In the article, similarities in findings indicate that (a) teacher leaders have more years of teaching experience; (b) teacher leaders assume leadership roles for personal and professional reasons and increased involvment in decision making; (c) teacher leaders are supported by encouraging individuals, time, decision making, teacher empowerment, and professional opportunities; (d) teacher leaders are constrained by time, power, and politics; (e) teacher leadership improves professional practice by encouraging collaboration and decision making; and (f) teacher leadership assists in school improvement efforts by recognizing and utilizing teachers' views and voices. Recommendations consider that teacher leadership is dependant on a supportive culture, enhanced by a voice in decision making, and constrained by the lack of time and the egalitarian ethic among teachers.

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