In-Service Teachers and Building-Level Leaders' Perceptions of Teacher Leaders

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Redefining Leadership: Addressing Barriers and Evolving Roles in School Leadership (Table 2)

Abstract

An understanding of the importance of teacher leadership has been developed (York-Barre & Duke, 2004). Still developing, however, is a common definition of teacher leadership along and empirically-supported best practices (Kilinç, 2014; Ngyuen et al., 2020; Özdemir et al., 2022; Tsai, 2017: Xie, Song, & Hu, 2021). This study examines how teacher leaders conceive of their roles and the conditions necessary to serve as teacher leaders. Using a validated instrument that explores sharing expertise, sharing leadership, supra-practionership, and principal selection as factors of school leadership (Angelle & DeHart, 2016), we surveyed teachers and building-level leaders. Respondents noted varied levels of shared expertise. We explore these factors, respondents’ demographic patterns, and offer suggestions for future research and for teacher leadership.

Authors

• Margaret Thornton, Rowan University

• Gaëtane Jean-Marie, Rowan University

• Joanne Connor, Rowan University

• James Coaxum, Rowan University

• Magdalena Martinez, Rowan University

• JoAnn B. Manning, Rowan University

• David Lindenmuth, Rowan University