Teacher Leaders’ Experiences and Perceptions from Program to Practice
Most studies dedicated to investigating teacher leadership has focused on the impact teacher leaders (TLs) have with professional development and enhancing other teachers' performances or conquering a school's improvement plan. Few studies have set out to explore the impact preparatory teacher leadership programs have on the TLs. There is also a minimal amount of studies discussing the influence TLs feel they are having at their schools and the effects of becoming a teacher leader. This qualitative survey study focused on the first-hand experiences of seven pre-K-12th grade TLs within the southeastern region of the United States. The method of data collection involved an open-ended survey. Data analysis was accomplished through the identification of categories and emerging themes, relationships, summarizations, and comparisons of the different views of the participants. The two most prominent themes that emerged from the data were defining teacher leadership roles and the intrinsic motivation of TLs within the confines of restrictive educational norms of established positions. A result of this research includes an adaptation of five steps to the previously formed steps of effective TL initiatives within schools. Concluding that all levels within the education system, from state agencies to classroom teachers, should align with each other to create a consistent guide which will result in TLs assisting their schools with more relevant skills and resources that can be authentically implemented and redelivered with their staff.
Teacher Leaders, Teacher Leadership, Program Development, Graduate Programs, Education, Educational Leadership
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