Teacher Leadership in the Context of Whole School Reform

Jeffrey S. Brooks · Jay Paredes Scribner · Jite Eferakorho

60 citations0/0 files storedJournal of School Leadership

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Teacher Education and Leadership Studies School Leadership and Teacher Performance Education and Teacher Training

Abstract

This article presents findings from a qualitative case study that examined the role of teacher leaders amid whole school reform. Findings suggest that leadership is ambiguous: a contested notion between principal and teacher(s) and among teachers as well. This ambiguity was manifest on the conceptual and operational levels and significantly affected the ways teachers operated as leaders. The article also describes the role and implications of whole school reform as a mediating factor in teachers’ work as leaders.

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References

1991Case Study Research: Design and Methods 1998Basics of qualitative research : techniques and procedures for developing grounded theory 1993Basics of Qualitative Research: Grounded Theory Procedures and Techniques 1987Knowledge and Teaching:Foundations of the New Reform 1997Qualitative Research for Education: An Introduction to Theory and Methods 1991Case Study Research in Education : A Qualitative Approach 1995Change Forces: Probing the Depths of Educational Reform 1999Changing Leadership for Changing Times

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2008Fear and Trembling in the American High School 2018Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing.2014Vision 2021Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital 2013Negotiating Site-Based Management and Expanded Teacher Decision Making

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