ERIC Number: ED440966
Record Type: RIE
Publication Date: 2000-Apr-25
Perceptions of Teacher Leadership: A Case Study of Inservice Elementary School Teachers.
Suranna, Keith J.; Moss, David M.
This qualitative study examined the nature of teacher leadership as it was perceived by 12 inservice elementary school teachers. Data collection involved in-depth, semi-structured interviews with the teachers. Interviews were audio-recorded and transcribed for analysis. Results indicated that half of the respondents were unfamiliar with the term teacher leadership. Among those who were not, some were hesitant to express their perceptions because they were not cognizant of any textbook definition. Multiple perceptions of teacher leadership emerged and were organized into four categories: professional development (including mentoring new teachers and committee membership); great teaching (as measured by continuing education and empowering students); taking a stand for what one believes in; and circumstances that have the potential to act as facilitators for or hindrances to teacher leadership (teaching experience, lack of time, and teacher leader versus principal). (Contains 18 references.) (SM)
Descriptors: Case Studies, Elementary Education, Elementary School Teachers, Faculty Development, Instructional Leadership, Leadership Responsibility, Mentors, Principals, Teacher Administrator Relationship, Teacher Competencies, Teacher Improvement, Teacher Leadership, Teaching Experience, Teaching Skills, Time Factors (Learning)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).