NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ804259
Record Type: Journal
Publication Date: 2007
Pages: 24
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-1741-1432
Teacher Leadership in (In)action: Three Case Studies of Contrasting Schools
Muijs, Daniel; Harris, Alma
Educational Management Administration & Leadership, v35 n1 p111-134 2007
Teacher leadership is a concept that is gaining increasing interest from both practitioners and researchers. This article presents findings from three case studies in the UK that can be characterized as exhibiting developed, emergent and restricted teacher leadership. Differences and similarities between the schools were examined, leading us to conclude that purposive action by the head, school culture and school structures were the key distinguishing factors. Teacher leadership requires active steps to be taken to constitute leadership teams and provide teachers with leadership roles. A culture of trust and collaboration is essential, as is a shared vision of where the school needs to go, clear line management structures and strong leadership development programmes. In the developed and emergent teacher leadership schools, barriers to teacher leadership were mainly external to the school. In the school we described as exhibiting restricted teacher leadership, internal factors were also key barriers. (Contains 2 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom