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ERIC Number: ED509719
Record Type: Non-Journal
Publication Date: 2010-Jan
Pages: 12
Abstractor: ERIC
Reference Count: 19
Teacher Leadership: Leading the Way to Effective Teaching and Learning
Berry, Barnett; Daughtrey, Alesha; Wieder, Alan
Center for Teaching Quality
A rich literature--both within education circles and in other kinds of labor markets--links teachers' sense of efficacy and collective responsibility to their teaching effectiveness and improved student achievement. Prior research has found that a teacher's self-efficacy as an instructional leader is strongly and positively associated with soliciting parent involvement, communicating positive expectations for student learning, improving instructional practice, and being willing (and able) to innovate successfully in the classroom. Increased opportunities to lead build on one another and translate into increased success for instructional leaders. Teachers who report more control over the policies in their schools and greater degrees of autonomy in their jobs are more likely to remain in teaching and to feel invested in their careers and schools. However, teachers have few opportunities to lead and influence both policy and programs. In fact, teaching is a traditionally "flat" profession, with few opportunities for teachers to advance professionally without leaving the classroom. If teachers are to be "promoted" within education, such as moving into administration, then they no longer work with students directly. And once they no longer work with students they often lose not only classroom perspective but also credibility with their colleagues as instructional leaders. This policy brief considers the ways in which teacher leadership is key to present-day teaching effectiveness and a healthy future for the teaching profession. The authors draw on surveys and interviews of teachers in urban, high-needs schools as well as a broader research literature to demonstrate that when teachers are empowered as instructional leaders and decision-makers, students and the public schools they attend will benefit. (Contains 2 figures and 1 table.)
Center for Teaching Quality. 976 Airport Road Suite 250, Chapel Hill, NC 27514. Tel: 919-951-0200; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center for Teaching Quality