ERIC Number: ED431228
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Encouraging Teacher Leadership.
This paper discusses the stories of six female principals who encouraged the development of teacher leadership in their schools. The findings emerged from a phenomenological study on women principals' lived experiences with leadership. The document opens with a discussion of the research methodology used in the study, followed by brief discussions of constructivist leadership and of ways to encourage teachers in leadership. The principals profiled here were selected from 12 women principals in a large urban school board in Ontario, Canada. Data were collected through indepth interviews, which were used to explore and to gather experiential narrative material to use as a resource for understanding the phenomenon of leadership. Results show that in each of the six schools, teachers were involved in leadership processes outside of their classrooms. In addition to shared decision-making, the teachers were heavily involved in group planning and consensus-building activities for curriculum interpretation and implementation. Leadership was likened to a series of layers that are comprised of all members and all parts of the organization, and appear to be virtual and changing in nature. The layers appeared when they were required, changed when it was necessary, and vanished when they had accomplished their purposes. Contains 22 references. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Canadian Social Science and Humanities Research Council, Ottawa (Ontario).
Authoring Institution: N/A
Identifiers - Location: Canada