Examining an Empirical Model of Teacher Leadership: Instructional Support, Shared Leadership, and Teacher Satisfaction

• In Event: Frameworks for Teacher Leadership

Abstract

Contemporary thinking on school leadership supports a model of shared leadership that supports teacher leadership activities. Principals and other administrators play an important role in developing a climate of shared leadership. In this study, we examined data from the 2018 administration of the Teaching and Learning International Survey (TALIS). Survey data from 2560 U.S.-based teachers and 165 administrators was used to examine an empirical model of the relationships among principal instructional support, a climate of shared leadership, and teacher work satisfaction. Data indicate that teachers’ satisfaction is associated with teachers’ perceptions of a climate of shared leadership; however, principal instructional support was negatively related to teacher work satisfaction. Implications for schools are discussed.

Authors

• Peter Wiens, University of Nevada - Las Vegas

• Harsha Perera, University of Nevada - Las Vegas

• Jori Beck, Old Dominion University

• KaaVonia Hinton, Old Dominion University