The International Evidence for Variations of and Contextual Influence on Formal and Informal Teacher Leadership

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Teacher Development

Abstract

Using the 2013 Teaching and Learning International Survey, this research employed design-based resampling approach and logistic regression to investigate 1. the variations in informal and formal teacher leadership generally and for 17 leadership tasks with 32 countries; 2. how contextual and individual variables are related to both formal and informal teacher leadership. The results suggest that there are significant variations between informal and formal teacher leadership among the studied countries. Female, experienced, and well-educated teachers more likely become informal leaders; schools with increased minority students tend to have a greater extent of teacher leadership, while schools with disproportional poverty students have less teacher leadership.

Author

• Yan Liu, University of North Carolina - Wilmington