Teacher Leadership Practices That Foster Efficacy and Equity in Schools

• In Event: 21.062 - MTCC Roundtable Session Six
  In Roundtable Session: 21.062-1 - Teacher Leadership Practices for Equity and Engagement in Schools and Communities

Abstract

Collective teacher efficacy was recently identified as the strongest factor influencing student achievement; and teacher leadership has been found to strongly correlate with efficacy beliefs. This study used grounded theory to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspectives of 33 formal and informal teacher leaders in Northern California. Findings include 8 facets of teacher leadership practice which foster efficacy and equity in schools, and a theoretical model connecting the aforementioned constructs. New findings include teachers and teacher leaders explicitly focusing on equity, taking ownership over student learning, building caring relationships with students, and experiencing and sharing success with others.

Authors

• Kim Stiffler, Tamalpais Union High School District

• MD Haque, Univeristy of La Verne

• Sunny Liu, University of La Verne