Teacher Leadership

Multiple researchers share the understanding that teachers are a key factor in school improvement (Andrews & Conway, 2018; Campbell, Lieberman, & Yashkima, 2015). We also know that teachers’ capacity to influence educational improvement is enhanced through professional collaboration and open communication among members of school communities (Smylie & Eckert, 2018). Indeed, it is clear that school-wide alignment of educational goals, community support, and classroom practices depends upon teachers and principals taking shared responsibility for pedagogical development and implementation (Conway & Andrews, 2016).

The depth and quality of teachers’ engagement with their classrooms and school communities clearly influences how their students will experience and perceive their time in schools. Thus, Sterrett’s (2015) definition of teacher leadership is relevant: “Teacher leadership is defined as collaborative involvement, initiative, and guiding direction from the teaching faculty to help realize the school goals, mission, and vision in a reflective manner” (Sterrett, 2015, p. 43).

Two major reviews of teacher leadership underscored the importance of teacher leaders in achieving pedagogical excellence and in facilitating student learning (Nguyen, Harris, & Ng, 2020; Wenner & Campbell, 2017). Both reviews called for research into how prepared teachers are for school-based leadership responsibilities that go beyond their classrooms to affect the larger school community.