Examining Murphy's Paradox: Differences in Structure to Support Role Versus Community-Based Teacher Leadership

• In Event: Moscone Center West Roundtable Session 13
  In Roundtable Session: Teacher Leadership Initiatives as Complex Endeavors

Abstract

There is an ongoing paradox regarding the role of structure in teacher leadership initiatives—that it can plausibly both support and or stifle teacher leadership. To assess the extent that these supports are present in formal versus informal teacher leadership initiatives, using teacher survey data from a mid-western state, we examine the differences in the extent of HCM components including functions, selection processes, training and support, and perceived effects of teachers working in teacher leader roles (formal teacher leadership) compared to those working in a teacher leader capacity (informal teacher leadership). The chi-square and t-tests indicate that there are significant differences between the two groups, with formal roles being associated with more functions, selection processes, training/support, and stronger perceived effects.

Authors

• Matthew Finster, Westat

• Tony Milanowski, Education Analytics