Differences in Perceived Teacher Leadership Opportunities by Role and Certification Status in Georgia

• In Event: Leadership Roles, Responsibilities, and Opportunities Across School Settings and Systems

Abstract

Using an online survey, responses from teachers, instructional coaches, campus and district administrators was collected from across the state of Georgia (USA) regarding teacher leadership opportunity. As one of the few states that formalized teacher leadership with both standards and credentialling, Georgia is an interesting setting within which to measure this domain of practitioner expertise utilization. One-way ANOVAs utilizing response data to the Teacher Leadership Inventory revealed interesting differences between how classroom instructors and their supervising administrators perceived opportunities for teacher leadership with instructors perceiving less opportunity than administrators. Differences between groups created using the holding of teacher leadership credentials and teacher and campus demographic variables are also examined.

Authors

• Jeffrey Keese, Mercer University

• Gale Neal, Thomas University

• Karen Terry, Valdosta State University