Teacher Leaders: Cautions and Questions

Abstract

The value of teacher leadership is logical and intuitive. It is a central element of constructs such as school improvement, school effectiveness, and professional learning communities. The connection between teacher leadership and student achievement has not been documented convincingly by empirical data. Indeed, the very definition of teacher leadership remains vague and contested. Nonetheless, a commonly accepted description of teacher leadership as the influence of classroom-based teachers on improving teaching and learning may be enough to warrant ongoing attention.

These uncertainties must not suggest that attempts to learn more about teacher leadership should be abandoned. Rather, educators with experience in formal school-based leadership positions know that some classroom-based teachers influence members of the school community much more than others do. Some teachers’ influence is positive, while some teachers’ influence is more neutral or even toxic. Therefore, it is important that researchers and professional developers continue to learn more about the attributes of teacher leaders who contribute to school improvement, even in the face of significant challenges. It is equally important that support for teacher leaders align with the unique attributes of their school communities.

Finally, studies of several teacher leadership topics have the potential to further guide teacher educators, professional developers, and formal leaders. Examples of those topics include teacher advocacy for students, risk-taking behaviors, the value of formal academic credentials, and the motives guiding teacher leaders.