Teacher Leadership Identity Formation: The Interaction Effect of Professional Development and School Climate

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Abstract

This study examined how five teacher leadership dimensions influence teachers' perceived leadership identity and school climate's moderating role. Using structural equation modeling with 1,274 Nevada teachers, we tested a model including all leadership dimensions and their relationships with leadership identity. Shared leadership was the strongest predictor (β=.638, p<.001), followed by professional development leadership (β=.225, p=.002). School climate positively influenced leadership identity (β=.137, p<.001) and moderated the relationship between professional development leadership and leadership identity (β=.084, p<.01). Equity leadership showed a negative relationship (β=-.479, p<.001), while collaboration and professional growth were non-significant. Findings highlight teacher leadership's collaborative nature and suggest supportive environments amplify leadership identity development.

Authors

• Peter Wiens, University of Nevada - Las Vegas

• Seoyeon Park, University of Nevada, Las Vegas