Teachers Leading in Formal Roles: Positions, Responsibilities and Training
Carey, Shaun Vecente
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Scholars of educational leadership have long argued that in order for building and district leaders to meet the challenge of improving schools, the leadership capacity within these schools must be increased. Teachers, assuming more leadership responsibilities and ultimately serving as leaders, may provide the leadership capacity needed to improve schools. This descriptive research study examined what school administrators are doing to support the development of teacher leaders serving in formal roles. A survey of 115 teacher leaders from four school districts located in Pierce County, Washington, were asked to respond to questions regarding their leadership positions, professional responsibilities, and training. The results revealed that in certain leadership positions, teacher leaders receive the support, resources and time to become effective leaders in their schools. The findings also suggest that there may be a relationship between the leadership strategy used by district and building leaders and the level of success experienced by teachers serving in formal leadership roles.
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