Examining the Practice of Teacher Leadership Across Nevada: How Is Context Associated with Practice?
Document Type
Article
Publication Date
2025
DOI
10.22230/ijepl.2025v21n3a1519
Publication Title
International Journal of Education Policy and Leadership
Volume
21
Issue
3
Pages
1-20
Abstract
Teacher leadership (TL) is recognized as vital to creating effective schools with demonstrated benefits to principals, teachers, and students. Teacher leadership is defined in this study as teachers leading from within and beyond the classroom in both formal and informal capacities. TL can take the form of a variety of behaviours such as professional learning, the leading of professional development, collaboration, shared leadership, and equity leadership. While there are commonalities, the practical applications of TL can vary greatly from context to context. Even within specific policy contexts, TL can vary from school to school. This article analyzed the responses of 1,274 public school teachers in Nevada using the Survey of Teacher Leadership and shows patterns in the frequency of TL practices across contexts.
Rights
Copyright © 2025 Peter Wiens, KaaVonia Hinton, Ami Pritchard.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) License.
ORCID
0000-0002-2326-3984 (Hinton)
Original Publication Citation
Wiens, P., Hinton, K., & Pritchard, A. (2025). Examining the practice of teacher leadership across Nevada: How is context associated with practice? International Journal of Education Policy and Leadership, 21(3), 1-20. https://doi.org/10.22230/ijepl.2025v21n3a1519
Repository Citation
Wiens, Peter; Hinton, KaaVonia; and Pritchard, Ami, "Examining the Practice of Teacher Leadership Across Nevada: How Is Context Associated with Practice?" (2025). Teaching & Learning Faculty Publications. 292.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/292