We’ve Been Forgotten”

First-Hand Perspectives on Teacher Leaders and Teacher Leadership in Urban Schools

Datos Bibliográficos

ID9728820
AutoresMeredith L Wronowski (0000-0001-6791-5473, University of Dayton, Dayton, OH, USA, autor de correspondencia), Bryan A VanGronigen (0000-0001-8352-8473, University of Delaware, Newark, DE, USA), Wesley L C Henry (Central Connecticut State University), Wesley Henry (0000-0001-5958-6657, Central Connecticut State University), Jean-Louis Olive (0000-0002-6717-0472, University of Dayton), James L Olive (University of Dayton, Dayton, OH, USA)
Año2024
Volumen56
Número5
Páginas541-563
Fecha de publicación2024-06-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245221150915
OpenAlexW3185243797
IdiomaEN
Citas recibidas1
Referencias citadas33

The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school’s leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs

Educational leadership · Grounded theory · Instructional leadership · Leadership studies · Leadership style · Leverage (statistics · Pedagogy · Perception · Political science · Public relations · Qualitative research · Shared leadership · Social science · Sociology · Teacher education · Teacher Leadership · Transformational leadership · Work (physics · Collaborative Teaching and Inclusion · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies