Document Type

Article

Publication Date

2024

DOI

10.1080/13632434.2023.2298811

Publication Title

School Leadership & Management

Volume

44

Issue

3

Pages

271-291

Abstract

Teacher leadership has received attention for empirical and practical reasons. However, despite the evolution of the concept over the last several decades, there is still dissonance regarding the concept of teacher leadership. This study was grounded in the theory of professional identity to understand how administrators and teachers conceptualize teacher leadership. We studied the perceptions of administrators and teachers about teacher leadership using a survey and interviews. While there was some overlap in how administrators and teachers perceived teacher leadership, administrators viewed teacher leadership as occurring outside of the classroom while teachers located it inside of the classroom. Teachers also valued formal and informal mentoring. We provide implications for research and practice based on these findings.

Rights

© The Authors.

Included with author permission.

This is a preprint article. It offers immediate access but has not been peer reviewed.

Final published version of the article has been published in the journal School Leadership & Management and be accessed at https://doi.org/10.1080/13632434.2023.2298811

ORCID

0000-0002-3175-0547 (Beck), 0000-0002-2326-3984 (Hinton), 0000-0002-8794-5183 (Butler)

Original Publication Citation

Beck, J. S., Hinton, K., Wiens, P. D., & Butler, B. M. (2024). A mixed methods investigation of administrators’ and teachers’ perceptions of teacher leadership. School Leadership & Management, 1-21. https://doi.org/10.1080/13632434.2023.2298811

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