An Examination of Who Becomes Teacher Leaders and Their Instructional Practices

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Teacher Agency for Instruction and Curriculum

Abstract

Teacher leadership (TL) has been identified as a necessary component of effective schools. Research is still developing on the antecedents of TL among individuals, specifically what demographic factors may be associated with increased participation in TL roles. Likewise, teacher leaders are often considered instructional leaders; however, there is scant research examining if these individuals provide different instructional experiences for their students. This study uses the Status of the Social Studies Survey to examine what factors predict participation in TL positions and if these TL individuals teach in different ways than their colleagues. Results show differences in TL participation by gender, race, and degree. Data also indicate that teacher leaders were more likely to use progressive teaching strategies.

Authors

• Peter Wiens, University of Nevada - Las Vegas

• Jori S. Beck, Old Dominion University