Teacher Leadership, Professional Learning Community, and Instructional Practices

• In Event: Professional Learning Communities for School Improvement

Abstract

Notwithstanding the advancement of theoretical foundations, the evidence regarding when and how teacher leaders lead is still far from complete. The empirical evidence of the effect of teacher leadership, especially quantitative evidence with large-scale international data is especially limited in the literature. Using the 2018 TALIS US data, this research is interested, through a task-oriented lens, in the distinction between informal and formal teacher leadership in a full range of school leadership and management roles, and the respective relationship with instructional effectiveness across national boundaries. The findings shed light on the varied effects of formal and informal teacher leadership on PLC and instructional practices, indicating school leaders should engage teacher leaders with positions and informal teachers in different leadership functions.

Author

• Yan Liu, University of North Carolina - Wilmington