Research

THE PERCEPTIONS OF TEACHERS AND PRINCIPALS IN REGARD TO
TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT
________________________________________________________________________
A Dissertation
Presented to
The Faculty of the Graduate School
University of Missouri-Columbia
________________________________________________________________________
In Partial Fulfillment
of the Requirement for the Degree
Doctor of Education
________________________________________________________________________
by
NANCY I. AKERT
Dr. Barbara Martin, Dissertation Supervisor
DECEMBER, 2009
The undersigned, appointed by the Dean of the Graduate Faculty, have examined
a dissertation entitled:
THE PERCEPTIONS OF TEACHERS AND PRINCIPALS IN REGARD TO
TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT
Presented by NANCY ILENE AKERT a candidate for the degree of DOCTOR OF
EDUCATION and herby certify that in their opinion it is worthy of acceptance.
________________________________________________
Dr. Barbara Martin, Major Advisor

Educational Leadership & Policy Analysis
_______________________________________________
Dr. Sandy Hutchinson

_______________________________________________
Dr. Linda Bigby

_______________________________________________
Dr. Doug Thomas

_______________________________________________
Dr. Mike Jinks

ACKNOWLEDGEMENTS
The greatest appreciation and sharing of this milestone goes to my family.
Without their encouragement and support this would not have been possible. Thanks to
my husband, JR, who knew when to say something and when to leave me alone; my son,
Rob, who called me daily, as the end was in sight, to badger me into getting this study
finished; my daughter, Meg, for letting me share her graduation date; and my daughter-
in-law, Lea, for being my TOC Technician. Kids, without your wonderful ability to make
me laugh and smile, I might forget and actually act my age! And of course, thanks have
to go out to my parents, Earl and Ilene Erdman, who instilled in me the belief that
anything is possible.
To my advisor, Dr. Barbara Martin – thanks for the encouragement and guidance
as I journeyed through this research project. You had patience when I needed it, but yet
knew when to motivate and get me going. To my entire committee, Dr. Martin, Dr. Sandy
Hutchinson, Dr. Linda Bigby, Dr. Doug Thomas, and Dr. Mike Jinks, thank you for your
time and assistance.
There are many other friends and colleagues that need thanked for the love and
support that you have given me throughout this endeavor and throughout life. So just
know that I appreciate each and everyone of you.
ii
TABLE OF CONTENTS
AKNOWLEDGEMENTS………………………………………………………………...ii
LIST OF TABLES……………………………………………………………………….vii
CHAPTER ONE ..................................................................................................................1
INTRODUCTION TO THE STUDY ..............................................................................1
Background ..................................................................................................................1
Conceptual Underpinnings of the Study ......................................................................5
School Improvement ............................................................................................... 5
Teacher Leadership ................................................................................................. 6
Principal Leadership ............................................................................................... 7
Statement of the Problem .............................................................................................7
Purpose of the Study ....................................................................................................8
Definition of Key Terms ..............................................................................................9
Research Questions ....................................................................................................11
Null Hypothesis .........................................................................................................12
Limitations and Assumptions ....................................................................................13
Design Controls .........................................................................................................13
Summary ....................................................................................................................15
CHAPTER TWO ...............................................................................................................17
LITERATURE REVIEW ..............................................................................................17
Introduction ................................................................................................................17
School Improvement ..................................................................................................18
School Culture ...................................................................................................... 22
iii
Teacher Leadership ....................................................................................................23
Concept of Teacher Leadership ............................................................................ 23
Development of Teacher Leadership .................................................................... 26
Importance of Teacher Leadership ....................................................................... 27
Challenges of Teacher Leadership ........................................................................ 30
Principal Leadership ..................................................................................................32
Changes to Expectations of Principal Leadership ................................................ 32
Concept of Principal Leadership ........................................................................... 34
Connections between teacher leadership and principal leadership ....................... 37
Summary ........................................................................................................................39
CHAPTER THREE ...........................................................................................................41
RESEARCH DESIGN AND METHODOLOGY .........................................................41
Introduction ................................................................................................................41
Problem and Purpose Overview .................................................................................42
Research Questions ....................................................................................................43
Null Hypotheses .........................................................................................................43
Rationale for Using Mixed-Method Design...............................................................44
Population and Sample ..............................................................................................45
Data Collection and Instrumentation .........................................................................47
Data Analysis .............................................................................................................49
Researcher’s Biases and Assumptions .......................................................................51
Summary ....................................................................................................................52
CHAPTER FOUR ..............................................................................................................53
iv
PRESENTATION AND ANALYSIS OF DATA .........................................................53
Introduction ................................................................................................................53
Data Analysis .............................................................................................................56
Research Questions: Analysis of Data .......................................................................62
Research Question 1 ............................................................................................. 62
Research Question 3 and 4 .................................................................................... 69
Statement of Research Hypotheses ............................................................................73
Research Hypothesis 1. ......................................................................................... 73
Research Hypothesis ............................................................................................. 74
Research Hypothesis 3 .......................................................................................... 74
Summary ....................................................................................................................74
FINDINGS, RECOMMENDATIONS, CONCLUSIONS ............................................76
Introduction ................................................................................................................76
Purpose of the Study ..................................................................................................76
Design and Procedures ...............................................................................................79
Findings of the Study .................................................................................................80
Discussion of the Findings .........................................................................................82
Limitations and Design Control .................................................................................85
Implications for Practice ............................................................................................87
Recommendations for Future Research .....................................................................88
v
Summary ....................................................................................................................90
REFERENCES ..................................................................................................................92
APPENDIX A ....................................................................................................................98
Permission Forms/Informed Consent ............................................................................98
Superintendent Permission for District Participation Form ...........................................99
Informed Consent Form – Principal ............................................................................101
Informed Consent Form – Teacher ..............................................................................103
APPENDIX B ..................................................................................................................105
Survey Instruments ......................................................................................................105
Teacher Leadership Roles ............................................................................................106
Teacher Leadership Roles ............................................................................................108
Survey Permission .......................................................................................................110
VITA ............................................................................................................................111
vi
LIST OF TABLES
Table Page
1. Demographic Information of Principals Responding to Survey . . . . . . . . . . . . . . . 57
2. Demographic Information of Teachers Responding to Survey . . . . . . . . . . . . . . . 58
3. Rest-Retest Reliability of Survey Instrument by Question . . . . . . . . . . . . . . . . . . . 61
4. Comparison of Teachers’ Involvement in Teacher Leadership Roles . . . . . . . . . . 63
5. Mean Scores of Participation in Teacher Leadership Roles . . . . . . . . . . . . . . . . . . 65
6. Comparison of Teacher Involvement to How Involved They Want To Be . . . . . . 66
7. Difference Between Actual Involvement and How Involved They Wish To Be . . . 67
8. Mean Scores for Comparison of Teacher Involvement to Wish to be Involved . . . 68
9. Mean Scores for Impact of Teacher Leadership on School Improvement . . . . . . . 70
10. Comparison of Perceived Impact of Teacher Leadership on School Improvement .71
vii
CHAPTER ONE
INTRODUCTION TO THE STUDY
Background
On January 8, 2002, President George W. Bush signed into law the No Child Left
Behind Act of 2001 (2002). The primary focus of this landmark education act, which is an
amendment to the original Elementary and Secondary Education Act of 1965 (1965), was
to provide a framework by which American public school systems may accurately
determine student competency and school effectiveness. Since the mandates of No Child
Left Behind, considerations of school reform have been dominated by performance-based
accountability. School administrators, educators, and learners must maintain improving
test results each year or school districts and their schools will undergo sanctions
connected to federal funding (U. S. Department of Education, 2004). With the increased
attention on educational reform and the added pressures for higher student achievement
on mandated tests, effective leadership plays a critical part in the success of the school
and has a substantial impact on the lives of the students (Davies, 2005; Yukl, 2006).
Therefore, it has been determined that sustained school improvement is dependent upon
effective leadership (Barth, 2001; Yukl).
As a result, research on leadership has been done in an effort to create a solid
understanding of what it is to be a leader and guidelines as to what it takes to become a
leader (Andrews & Crowther, 2002; Davies, 2005; Sergiovanni, 2000; Starratt, 1995;
Yukl, 2006). Instead of simplifying the meaning of leadership into one universal model,
research has found many different forms and types of leaders (Davies; Sergiovanni;
Yukl), thus creating an abundance of definitions surrounding the construct of leadership.
1
Some definitions are quite lengthy and complicated; however, sometimes the simplest
stated can have a greater impact. Barth’s (2001) view of leadership as “making happen
what you believe in” (p. 85) has such an impact. This definition is not only simplistic for
leadership, but it also widens the foundation as to who can become a leader. By removing
specific job positions and titles from the picture, this definition implies that anyone can
be a leader.
Nevertheless, typically, in the educational setting, it is the principal who is
regarded as the key educational leader and the one person in a school who has the most
opportunity to exercise leadership (Gurr, Drysdale, & Mulford, 2006). Elmore (2000)
contrasted the position of principal leadership to higher-level managers and cautioned the
importance of realizing principal leadership does exercise “control” over certain
functions, although the position lacks control over the school wide improvement. He
contended:
The term “control” applied to school improvement is a dubious concept

because one does not “control” improvement processes so much as one
guides them and provides direction for them, since most of the knowledge
required for improvement must inevitably reside in the people who deliver
instruction, not in the people who manage them. (Elmore, 2000, p. 14)
This thought parallels with the idea that the renewed focus upon strong principal
leadership has brought to the forefront the importance and the belief in the ability of
school leaders as the change agent to create an organization which mobilizes
interdependencies of the educational staff, thus creating teacher leadership capacity
(Fullan, Hill, & Crevola, 2006).
However, to create such an organization, the school leader must first be aware of
the school culture. Barth (2001) went so far as to declare “Ultimately, a school’s culture
2
has far more influence on life and learning in the schoolhouse than the state department
of education, the superintendent, the school board, or even the principal can ever have”
(p. 7). Wilson (2007) concluded that it is the culture in remarkable schools that inspires
students and teachers to accomplish great things. Thus it becomes the responsibility of
the principals to recognize the strengths and weaknesses of the existing culture, and
proceed from there to create a culture rich in trust and staff involvement. Durrant and
Holden (2006) agreed with the importance of culture by stating, “If school culture is an
important determinant in how staff and students experience organizational life, then an
important determinant of school culture is leadership” (p. 28). Therefore, the
responsibility of creating and upholding such a culture lies within the principal. Once
such a culture has been established participants feel empowered and realize they are part
of the decision making process, thus leading to teacher leadership.
Fostering teacher leadership demands a culture in which the principal understands
and values the importance of teacher leadership, and building such a school culture
determines the extent to which teachers will be able to acquire and exercise skills of
leadership (Danielson, 2006). Schools and the administration team need to recognize the
necessity of the teacher leadership if the schools are to improve (Barth, 2001). Davies
(2005) suggested student achievement improves in schools where principals encourage
teacher leadership to emerge in areas important to individual teachers. Barth also
declared that by utilizing teacher leadership a ripple effect is created that radiates
throughout the building as teachers enlist student leadership. This ultimately generates a
setting where teachers are more involved and influential in establishing discipline,
designing curriculum, and ultimately raising school achievement levels (Barth). This step
3
toward building a workplace where teachers feel empowered to expand on their expertise
is important when talking about overall school improvement.
Over the past several years, teacher leadership has become an established feature
of educational reform in the United States, and today more than ever, a number of
interconnected factors argue for the necessity of teacher leadership in schools (Danielson,
2006). Teacher leaders help direct fellow colleagues and the entire school toward higher
standards of achievement and recognition of individual responsibility for school reform.
Teacher leaders do not wait to be appointed to a formal role that holds special authority
before they offer their expertise, credibility, and influence to others in order to impact the
educational experience of all students (Hatch, White, & Faigenbaum, 2005). Teachers
continue to undergo significant change as they are expected to show leadership
(Anderson, 2004). This change is embraced by some, yet misunderstood by others,
leading to confusion and a skewed perception by many as to where the role of teacher
leadership fits into the overall school organization.
The unprecedented demands being placed on schools today require leadership at
every level. However, this movement toward teacher leadership needs to be done as a
collaborative effort of the principal and the teaching staff. Birky, Shelton, and Headley
(2006) stated, “Although the importance of teacher leaders is recognized, teacher leaders
are seldom effective in their roles without the support and encouragement of their
administrator” (p. 89). The concept of teacher leadership and the influence it has on
schools is significant, and more information about the nature of the relationship between
teacher leaders and the principals and the influences that impact teacher leadership is
important.
4
Teacher leadership is an idea whose time has come, but such leadership cannot
reach its fullest capacity without the support and encouragement of the principal. Having
a thorough understanding of both teacher and principal leadership appears essential for
any educator. The overall concept of teacher leadership is an important facet to school
improvement (Andrews & Crowther, 2002; Barth, 2001; Birky, et al.2006; Danielson,
2006), and ultimately the need to understand the perception of teacher leadership from
the perspective of the teachers and principals is necessary in order for substantial school
reform to take place in more schools.
Conceptual Underpinnings of the Study
With the increased attention on educational reform and the added pressures for
higher student achievement on mandated tests primarily brought on by the adoption of
the No Child Left Behind Act of 2001, effective leadership plays a critical part in the
success of the school and has a substantial impact on the lives of the students (Davies,
2005; Yukl, 2006). The theoretical foundation for this study is largely based on the need
for the expansion of leadership roles throughout the educational setting which will
promote lasting school reform.
This study centered on the main idea of educational leadership, but not in the
typical manner with the principal being the sole leader. Instead, the focus for the
expansive literature review incorporated three main components necessary to promote
lasting changes in the school setting. These components consist of: school improvement,
teacher leadership, and principal leadership.
School Improvement. School improvement, also defined as school reform,
encompasses an array of different ideas and concepts. For successful school
5
improvement, one must consider the importance of careful planning, management, and
continuity of behaviors, as well as an emphasis on teaching and learning (Bryk &
Schneider, 2002; Durrant & Holden, 2006). An important component of school
improvement is school culture. Barth (2001) declared “a school’s culture has far more
influence on life and learning in the schoolhouse than the state department of education,
the superintendent, the school board, or even the principal can ever have” (p.7). Even
though the range of school improvement goals includes those related to students,
teachers, and school organizations, the ultimate objective of overall school improvement
is to enhance student progress, achievement, and development (Bryk & Schneider).
Therefore, such improvement efforts are sustained by creating a school environment
which fosters teacher leadership (Danielson, 2006).
Teacher Leadership. Barth (2001) declared “A school culture hospitable to
widespread leadership will be a school culture hospitable to widespread learning” (p. 81).
A large portion of the widespread leadership he referred to is the position of teacher
leadership. Influence from teacher leaders is not contained within the confines of
classrooms, but extends out to include all those impacted by innovative leadership skills
recognizing ways to improve schools (Andrews & Crowther, 2002; Childs-Bowen,
Moller, & Scrivner, 2000; Danielson, 2006). When teachers step into leadership
positions, they become more active learners, students learn by being immersed in a
democratic community of learners, and schools benefit from better decisions (Barth).
Subsequently, researchers (Andrews & Crowther; Barth; Danielson; Durrant & Holden,
2006) agreed that constructing teacher leadership in schools is vitally important, but
6
equally significant is the idea that in order for teacher leadership to flourish, principals
must be prepared to step into a different type of leadership position (Copland, 2001).
Principal Leadership. Schools depend on leadership to improve their academic
performance (Davies, 2005; Spillane, Halverson, & Diamond, 2004). Yet, the expanding
expectations of the administrative position demand that principals establish a system of
shared leadership (Andrews & Crowther, 2002; Marks & Printy, 2003). The principal has
to be willing to relinquish power to establish a positive environment for teacher leaders to
cultivate and grow. The roles of teacher leaders are seldom effective without the support
and encouragement of their administrators (Birky, et al. 2006).
Statement of the Problem
As a result of No Child Left Behind stringent accountability regulations have been
forced on all schools. With this current standards-based reform, the accountability for
student learning lies specifically within each school and the teachers that work there
(Elmore, 2000). To sustain school improvement, it is imperative that schools have
effective leadership. This leadership cannot come in the form of a single principal, but
instead the principal must create a culture that nurtures and encourages teacher
leadership. Yet many administrators, school board members, citizens, and even teachers
do not interpret the role of teacher leaders in the same manner. This lack of interpretation
leads to more obstacles that teacher leaders must face.
As teachers are urged to assume new roles, a better understanding of the nature of
teacher leadership is therefore important. Recent literature (Anderson, 2004: Birky, et al.
2006; Danielson, 2006) has explored the importance of principals and teachers working
together to create an atmosphere conducive for student learning. The significance of
7
teachers taking on leadership roles to create trust in the work place and a bond between
the teachers and their colleagues is an important step toward successful school reform
(Moller & Pankake, 2006). School improvement is enhanced by leaders who establish
collegial structures that facilitate dialogue and the development of the teachers’ voice as a
means for developing school goals and visions (Anderson; Danielson; Moller &
Pankake).
The importance of the interactions between teachers and principals and how they
both work in leadership positions moving toward school improvement supports the
urgency of further research to gain a deeper understanding of the role of teacher
leadership. To gain a better understanding of how the two separate leadership positions
are parallel in nature yet significantly interrelated appears noteworthy for both teachers
and principals. The period of top-down hierarchical structure of school leadership has
long passed, and the literature points to new and expanding roles for teachers and
principals working collaboratively to bring about substantial school improvement (Barth,
2001).
Purpose of the Study
The concepts of both teacher leadership and principal leadership have emerged as
important factors for which schools need to further explore as they strive for lasting
change and school improvement. The connection and rapport between teacher and
principal leadership suggest positive ways in which school improvement can be
accomplished (Andrews & Crowther, 2002; Barth, 2001; Danielson, 2006). Lasting
school improvement is enhanced by leaders who establish collegial structures that
8
facilitate dialogue and the expansion of the voices of the teachers as a means for
developing a strong school culture striving toward common goals and vision.
Therefore, the purpose of this study was three fold. First the researcher strived to
gain a better understanding of perceptions of teacher leadership roles from the point of
view of teacher and of principal and any differences that may occur between the two
positions. Secondly, the study examined the overall interest of the teachers stepping into
a teacher leadership position and ways they are encouraged or discouraged to take on this
challenge. Lastly, the researcher studied the extent to which principals and teachers
believe the teacher leadership roles lead to overall school improvement.
Definition of Key Terms
The definitions of key terms used in this investigation were provided to offer
clarity and to help the reader comprehend core concepts of the study.
Classroom teacher. For the purpose of this study, classroom teachers were
defined as full-time, certificated employees who provide direct, daily instruction to
district students. A full-time teacher works for the district approximately nine months per
school year.
Formal teacher leadership. Those teachers who are given familiar titles and
positions which are usually appointed and identified by the principal and district
administrators. These teachers are generally compensated either by additional salary or in
exchange for a lighter teaching load. Some formal teacher leaders no longer teach in the
regular classroom (Birky, et al. 2006).
9
Informal teacher leadership. The set of skills demonstrated by teachers who
continue to teach students but also have an influence that extends beyond their own
classrooms to others within their own school and elsewhere (Danielson, 2006).
Large school district. For the purpose of this study, large school district was
defined as a school district that had a student enrollment of five thousand or greater.
Leadership. Those persons in schools, occupying various faculty positions, who
work with others to provide direction and who exert influence on persons and things in
order to achieve the school’s goals (Barth, 2001).
Leadership capacity. Broad-based, skillful participation in the work of leadership
that leads to lasting school improvement (Lambert, 2006). Leadership capacity is
demonstrated in schools that amplify leadership for all and purposeful learning together
in a community.
Mid-sized school district. For the purpose of this study, mid-sized school districts
were defined as school districts that had a student enrollment greater than one thousand
but less than 5,000.
Principal leadership. Knowledge and ability to create a school atmosphere of
trust and respect, a shared sense of direction, distributed power, and allowance for
individual expression (Andrews & Crowther, 2002). This leadership position should
value and trust learning from experience for themselves and rigorously and courageously
craft school experiences such that those experiences yield important personal learning for
adults and students alike (Barth, 2001).
School improvement. The results of making the teaching and learning process and
conditions within schools better in order to support students in raising student
10
achievement or steadily improving student achievement. This would include an
improvement in the capacity of a school to manage change for the betterment of student
achievement (Durrant & Holden, 2006).
Small school district. For the purpose of this study, small school districts were
defined as school districts that had a student enrollment of one thousand or less.
Teacher leadership. Those educators that work with fellow colleagues for the
purpose of improving teaching and learning, whether in a formal or an informal capacity
(Patterson & Patterson, 2004)
Research Questions
Initial review of literature concluded that teacher leadership is valuable for
students, fellow teachers, administrators, and the entire school structure, especially in
light of educational reform (Anderson & Crowther, 2002; Barth, 2001; Birky et al., 2006;
Danielson, 2006). Schools in the country are evaluating their effectiveness and pursuing
ways to make schools more relevant and students more successful (Birky et al.). Such
evaluations have made the principals consider their leadership styles and seek ways to
increase teacher involvement in taking risks and making changes, thus becoming teacher
leaders (Birky et al.). Since teacher leadership plays an important role in school
improvement, appropriate principal actions are necessary for encouraging and promoting
such leadership (Birky et al.; Katzenmeyer & Moller, 2001). Subsequently, it is important
to discover how teachers and principals interpret the position of teacher leadership, and to
what extent both positions believe teacher leadership plays in lasting school
improvement.
11
Therefore, in an attempt to glean a better understanding of teacher leadership
roles from the point of view of the principal and of teachers and the extent to which these
roles affect school improvement the following research questions were addressed:
1. Is there a difference in how principals and teachers perceive teachers’
involvement in teacher leadership roles?
2. Is there a perceived difference between the ratings of involvement by teachers
compared to the rating of how involved they would like to be in teacher
leadership roles?
3. What impact do teachers believe teacher leadership has on school
improvement?
4. What impact do principals believe teacher leadership has on school
improvement?
5. Is there a significant difference between teachers and principals on the
perceived impact of teacher leadership roles on school improvement?
6. What encourages and discourages teacher to be leaders?
Null Hypothesis
The following null hypotheses were tested in an attempt to answer the research
questions:
1. There is no statistically significant difference in how principals and teachers
perceive teachers’ involvement in teacher leadership roles.
2. There is no statistically significant difference in the rating of involvement by
teachers compared to the rating of how involved they would like to be in
teacher leadership roles.
12
3. There is no statistically significant difference between teachers and principals
on the perceived impact of teacher leadership roles on school improvement.
Limitations and Assumptions
Heppner and Heppner (2004) pointed out that although all studies have limitations
and assumptions; a fine line exists between the two. Whereas as an assumption is
“something that is thought to be fact but that may have limited evidence to support it”
(Heppner & Heppner, p. 48), limitations “always exist about the extent to which you can
generalize your findings” (Heppner & Heppner, p. 340). It is imperative that a well
designed research study clearly define limitations of the study so that the reader is aware
of the potential lack of generalization of findings to other potential studies. The following
limitations and assumptions related to this study were identified by the researcher:
1. The study sample was limited to a geographic region within one Midwest state.
2. The validity of the quantitative data was limited by the degree of reliability and
validity of the survey instrument.
3. It was assumed that participants were forthright in their responses and interpreted
the survey instruments in the way in which they were intended.
4. This study was limited by the extent of experience the researcher possessed in
survey and interview skills.
5. The researcher assumed the sample chosen for this study was representative of
schools throughout a Midwestern state.
Design Controls
The mixed design chosen for this study is considered descriptive research. The
self-report method of descriptive design, whereby surveys are conducted, was used in
13
order to collect data (Gay, 1996). A survey was selected as a quantitative measure, the
intent of which was to reveal the status of teacher leadership within school settings
(Thomas & Brubaker, 2000). Advantages of surveys offer certain characteristics of a
group, with inferences drawn from the sampling potentially being applied to larger
populations (Thomas & Brubaker). However, the potential of participants not being
truthful and diligent in the responses is a risk of surveys (Thomas & Brubaker). The
researcher controlled for this by conducting reliability and validity testing on the
instrument and using opened ended questions on the survey as a strategy to gather
descriptive data in the words of the subjects so that insights on perceptions could be
interpreted (Bodgan & Biklen, 2003). While the larger the sample size, the more
powerful the analysis (Field, 2005; Shaffer & Serlin, 2004), it is important to obtain a
sample that has true representation of the characteristics being studied. Therefore to
control for this a representative sample was selected by the researcher to be a true
representation of school district populations across Missouri. The researcher categorized
school districts according to their 2008-2009 enrollment as reported by the Department of
Elementary and Secondary Education (DESE). The categories were established as
follows: large districts had a student population of five thousand or greater, mid-sized
districts had greater than one thousand but less than five thousand students, and small
districts had one thousand students or less enrolled. Once the categories were established,
the researcher, using a number generator, randomly selected seven school districts from
each category. A total number of fifteen schools were used in the research, but by
randomly choosing two extra schools in each category the researcher was prepared in
case a district chose not to participate. The goal of such quantitative data collection
14
method is to determine whether the effects seen in the sample reflected “true effects”
(Shaffer & Serlin, 2004) and not merely chance happenings. If deemed true effects, a
generalization could then be made for the larger population.
Since the goal of the researcher was to better understand human behavior and
experience, Gay (1996) promoted the use of open-ended questions on the survey. For the
purposes of this study, open-ended questions were utilized to support the data gathered
from administering the survey. Open-ended questions on the survey thus allowed for the
triangulation of data.
Summary
Since the No Child Left Behind Act of 2001, schools in the United States are
feeling increased pressures for educational reform and higher student achievement on
standardized tests.
As a result of this increase in accountability, effective leadership plays a critical part in
the success of the school and has a substantial impact on the lives of the students (Davies,
2005; Yukl, 2006). In order for school improvement to become embodied throughout the
culture of a school, the roles of both the principals and teachers must endure a change.
Accordingly, the focus of this study was to attempt to gain a better understanding
of the perceptions of teacher leadership and principal leadership and the affects they have
on school improvement. The study focused on the principal’s perception of teacher
leadership and ways they can encourage and support teacher leaders in their schools.
Additionally the study concentrated on the teacher’s perceptions of teacher leadership
and ways they felt encouraged or discouraged by their principals.
15
In Chapter Two, a synthesis of related literature is presented, focusing on the
main components of school improvement, teacher leadership and principal leadership. In
Chapter Three, a description of the research design and methodology utilized in this study
is provided. Presented in Chapter Four are the research analysis and findings. In Chapter
Five, the results of the study, conclusions, implications, and recommendations for further
research are presented.
16
CHAPTER TWO
LITERATURE REVIEW
Introduction
It has been established that in order to meet the expectations of No Child Left
Behind, school reform requires both restructuring and reculturing (Bryk & Schneider,
2002; Durrant & Holden, 2006) during which time the role of the principal is changed
(Marks & Printy, 2003; Treslan, 2006; Yukl, 2006) and teacher leaders are developed
(Danielson, 2006). Thus when considering the importance of school improvement, it is
necessary to explore the numerous ways the two leadership roles simultaneously exist
effectively in a school setting. Creating a work environment that promotes interactions
between both the principal and teacher leaders is significant for both the teachers and the
principal. In fact, Davies (2005) argued that the development of teacher leadership has
led to more positive ways in which school improvement can be obtained, and that school
improvement is actually enhanced by leaders who establish an organizational culture that
facilitates dialogue and the promotion of the teachers’ voice as a means for developing
school goals and vision (Davies). Therefore to gain a thorough understanding of both
teacher and principal leadership one must become knowledgeable both in the way teacher
leadership functions best and the role the principal plays in nurturing and encouraging
teacher leadership, thus leading educators toward making substantial school
improvement.
In the first section of this chapter the researcher focuses on literature related to
school improvement since that is the cornerstone by which success in schools is
measured. Next discussed is the current research on the topic of teacher leadership. The
17
importance of teacher leadership and its impact on the concept of school improvement
efforts are also discussed. Additionally the development of teacher leaders and the
importance of the connection in regard to principal leadership will be explored. Finally
the researcher explores the topic of principal leadership and the changes that must occur
in order for principals to actively and successfully promote the development of teacher
leaders. The blending of the research on these vital issues articulates the importance of
exploring the perceptions of teacher leadership and principal leadership from the
perspective of both roles.
School Improvement
Since the birth of No Child Left Behind (NCLB), school reform has been
dominated by performance based accountability which has changed the way the nation
views educational challenges. Elmore (2000) declared “standards-based reform has a
deceptively simple logic: schools, and school systems, should be held accountable for
their contributions to student learning” (p. 12). Therefore it is important to understand the
definition of school reform and what it really means for a school to achieve school
improvement.
Concept of School Improvement
Given that many researchers have included in their research the topic of school
reform (Bolman & Deal, 2003; Bruffee, 1999; Durrant & Holden, 2006; Sergiovanni,
2000), it is important to find a workable definition for school improvement. While some
define school improvement quite narrowly in terms of making the teaching and learning
process better in order to raise student achievement (Durrant & Holden), others take a
broader view to encompass structural changes as well (Bryk & Schneider, 2002). When
18
considering these definitions, the importance of careful planning, management, and
continuity are included, as well as an emphasis on teaching and learning. Even though the
range of school improvement goals includes those related to students, teachers and school
organizations, the ultimate objective of overall school improvement is to enhance student
progress, achievement, and development (Bryk & Schneider).
Elmore (2000) discussed the importance of school based reform and the logic of
using standardized tests as the accountability systems that evaluate student performance
and school improvement. He explained:
Society should communicate its expectations for what students should

know and be able to do in the form of standards; both for what should be
taught and for what students should be able to demonstrate about their
learning. School administrators and policy makers, at the state, district,
and school level, should regularly evaluate whether teachers are teaching
what they are expected to teach and whether students can demonstrate
what they are expected to learn. The fundamental unit of accountability
should be the school, because that is the organizational unit where
teaching and learning actually occurs. (p. 4)
Still in measuring the importance of school improvement the measurement tool needs to
include more than test scores.
Consequently, school improvement is not a simple technical matter of getting the
job done. Durrant and Holden (2006) took a holistic view of school improvement by
suggesting that a particular set of ideas existed regarding school improvement. First, they
suggested the core purpose of schools is to engage everyone in learning. Researchers
have suggested that a valuable characteristic to any successful organization of today is
the capacity for change brought on by continual learning (Bruffee, 1999; Nonaka &
Takeuchi, 1995; Senge, 1990). Learning involves the use of strategies, such as
collaborative learning, which Bruffee declared as a movement from group knowledge to
19
individual knowledge, arguing “collaborative learning . . . it is something people
construct interdependently by talking together” (p. 133). Similar in nature is the term
learner centered which, like collaboration, puts the learner as the co-creator in the
teaching and learning process as well as included in the educational decision-making
process (McCombs & Whisler, 1997; Weimer, 2002).
In order for an educational organization to be in a continual mode of learning, the
principal or others must understand the importance of the creating a culture where “the
followers feel trust, admiration, loyalty, and respect toward the leader, and they are
motivated to do more than they originally expected to do” (Yukl, 2006, p. 262).
Educational leaders know the importance of establishing such a culture of trust, thus
creating opportunities for collaborative learning (Bruffee, 1999). One of the most
important facets of collaborative learning is the interaction between individuals and
collaborative learning activities. Such collaborative learning activities are opportunities
for school improvement.
Second, Durrant and Holden (2006) expounded upon the fact that teachers play a
central role in the leadership of learning. Sergiovanni (2000) suggested that “developing
a community of practice may be the single best most important way to improve a school”
(p. 139). His explanation of a “community of practice” is one where teachers participate
in decision making, have a shared sense of purpose, engage in collaborative work, and
accept joint responsibility for the outcomes. Teachers are an essential part of school
improvement and must assume ownership for the best interests of the students. Teachers
must be motivated and interested to make necessary changes that will make school
improvement succeed.
20
Another idea presented by Durrant and Holden (2006) is how principals play a
key role in supporting teachers’ leadership of learning. Eilers and Camacho (2007)
declared “When connections between principal leadership and school conditions are
understood, the potential for organization-wide learning and school improvement is
enhanced” (p. 635). Research on leadership styles of principals shows the days of
principals operating as the foreman with the teachers being the assembly line workers are
gone (Yukl, 2006). Today, principals who want to see results in student improvement
invest energy in building leadership capacity around key issues regarding student
achievement and empowering teachers to be leaders (Childs-Bowen, Moller, & Scrivner,
2000).
A fourth idea suggested by Durrant and Holden (2006) was that the foundation
and catalyst for this leadership of learning is school-based enquiry, connecting evidence
generated in school with the wider educational discourse. By engaging in the use of
research and the evidence it provides, teachers are able to link their own learning with
student learning, thus developing their own and others’ capacity as leaders of change
(Durrant & Holden). Fullan, Hill, and Crevola (2006) theorized that the importance
comes by merging instructional practice which is personalized and generalized, formative
assessments that plot improvement, and reflection and responses in a timely manner,
creating a path where the teacher can make the necessary instructional decisions.
Nevertheless, these authors went on to say that this path is relatively new, but it creates a
journey that exemplary schools have already traveled to school improvement success.
Finally, Durrant and Holden (2006) presented the idea that through teachers’
collaboration, inquiry, and leadership of learning, there is potential to unlock school
21
cultures in order to build and sustain capacity for school improvement. As shown by a
meta-analysis of studies of successful schools, “creating a culture” was identified as first
among ten central traits of successful schools (Daggett, 2005). This important fact
demands a further exploration of school culture.
School Culture
Every school has a culture (Barth, 2001), and it is the power of this culture and
vision that drives the passion for learning found in effective schools (Wilson, 2007). The
school’s culture can work for or against improvement and reform (Barth). Therefore, one
must consider the culture of a school and the important influence it has on how the school
operates and the extent to which it can achieve positive results for its students (Danielson,
2006).
Concrete, planned improvement strategies alone do not ensure improvement.
Instead, it is the responsibility of a leader to establish a successful culture of learning in
the school setting. Schein (2000) defined culture by stating “culture usually refers to how
people feel about the organization, the authority system, and the degree of employee
involvement and commitment” (p xxiii). Yukl (2006) purported that “A major function of
culture is to help us understand the environment and determine how to respond to it” (p.
291). In addition, Sergiovanni (2000) declared:
Changing a culture requires that people, both individually and collectively, move
from something familiar and important into an empty space. And then, once they
are in this empty space, they are obliged to build a new set of meanings and
norms and a new cultural order to fill up the space. (p. 148)
22
Furthermore, Tierney (1988) suggested “An organization’s culture is reflected in what is
done, how it is done, and who is involved in doing it” (p. 3). Ultimately, fostering teacher
leadership demands a culture in which teacher leadership is valued, and building such a
school culture determines the extent to which teachers will be able to acquire and
exercise skills of leadership (Danielson, 2006).
Teacher Leadership
With the standards now being raised for students to achieve proficiency at ninety
percent and above (Fullan, Hill, & Crevola, 2006), an important focus of education is
educational improvement at all grade levels. In response to the raising of the standards,
policy makers have recognized the need to place teachers as the focal point of the school
improvement agenda (Berry, Johnson, & Montgomery, 2005). Starratt (1995) indicated
there is growing evidence that involvement by teachers in educational reform is critical in
order to move education toward excellence. Barth (2001) declared “Schools badly need
the leadership of teachers if they are to improve” (p. 84). Furthermore, research in the
area of teacher leadership has progressively concentrated on the value that teacher leaders
have for students, fellow teachers, and administrators (Andrews & Crowther, 2002;
Birky, Shelton, & Headley, 2006; Danielson, 2006). Therefore the significance of the role
teacher leaders participate in toward school improvement needs to be further researched.
Concept of Teacher Leadership
Early studies showed that teacher networks, cooperation among teachers, and
expanded professional roles served to increase teachers’ efficacy and effectiveness in the
classroom (Durrant & Holden, 2006). In the 1980s and early 1990s, the educational field
focused on a movement toward decentralized decision making and professionalization of
23
teaching (Mangin, 2007). Nevertheless, while the idea is not new, it has been linked
significantly in the literature of school reform and thus to school improvement,
particularly in light of its connection to broader school reform efforts (Danielson, 2006).
Furthermore, teachers continue to undergo significant change as schools experience
reform and restructuring (Anderson, 2004).
The concept of teacher as leader and leader as teacher (Birky, Shelton, &
Headley, 2006) has gained new recognition, but with some disagreement as to the
definition of a teacher leader. Patterson and Patterson (2004) defined a teacher leader as
“someone who works with colleagues for the purpose of improving teaching and
learning, whether in a formal or an informal capacity” (p. 74), whereas Danielson (2006)
referred to it as a “set of skills demonstrated by teachers who continue to teach students
but also have an influence that extends beyond their own classrooms to others within
their own school and elsewhere” (p. 12). Andrews and Crowther (2002) simplified the
meaning by describing teacher leadership as “the power of teaching to shape meaning for
children, youth, and adults” (p. 154). Childs-Bowen, Moller, and Scrivner’s (2000)
conception of teacher leadership stated “We believe teachers are leaders when they
function in professional learning communities to affect student learning; contribute to
school improvement; inspire excellence in practice; and empower stakeholders to
participate in educational improvement” (p.28). Although differing slightly in their
definitions, all agree that influence from teacher leaders is not strictly contained within
the confines of classrooms, but extends out to include all those impacted by innovative
leadership skills recognizing ways to improve schools (Andrew & Crowther, 2002;
Childs-Bowen, et al., 2000; Danielson, 2006).
24
Additionally, teacher leadership is conceptually closely linked to distributive
leadership (Muijs & Harris, 2006). In so much as distributive leadership indicates
multiple sources of guidance and direction (Harris, 2005), it is also a collection of
activities from various individuals in a school who work at guiding other teachers in the
process of instructional change (Spillane, Halverson, & Diamond, 2004). At the core of
distributed leadership is the attempt to engage many people in leadership activities to not
only enhance collegiality but also develop school effectiveness and improvement
(Harris).
However, the total idea of teacher leadership is narrower than distributive
leadership due to the fact that it deals solely with leadership roles of the teaching staff,
yet broader than distributive leadership for it does not focus exclusively on the formal
positional roles (Harris, 2005). Taking the stance that distributed leadership is
constructed from collaboratively working together and it is fluid and emergent rather than
a fixed phenomenon, Gronn (2000) suggested three implications: initially, it implies a
different power relationship within the school where the distinctions between followers
and leaders tend to blur; secondly, it has implications for the division of labor within a
school, particularly when the tasks facing the organization are shared more widely; and
thirdly, it opens up the possibility of all teachers becoming leaders at various times (p.
333). It is this third aspect that has most influence and potential for school improvement
because it is structured upon collaborative forms of working among teachers and the idea
that those teachers will assume leadership roles at different times.
25
Development of Teacher Leadership
Just as the overall concept of teacher leadership has changed, the ways of thinking
about teacher leadership have also evolved over time. Silva, Gimbert, and Nolan (2000)
described three waves of teacher leadership roles that emerged during recent school
reform efforts. In the first wave, teachers served in formal roles such as department
chairperson, union representatives, master teacher, or a similar position which focused on
the “effectiveness and efficiency of the system rather than on instructional leadership” (p.
780).
Limitations from the first wave lead to what Silva, Gimbert, and Nolan (2000)
referred to as the second wave. In the second wave the teacher leaders acknowledged the
importance of teachers as instructional leaders and created positions that utilized this
instructional knowledge. These leadership positions were intended to capitalize more
fully on responsibilities more closely aligned with teaching and learning, such as
curriculum developer or staff developer, but were primarily based outside of the
classroom. The third wave recognized the importance of teachers as leaders within the
day-to-day work of teaching. These classroom-based teachers did not have special titles,
but they were focusing on collaboration and continuous learning with their colleagues to
improve student learning (Silva, et al., 2000).
In their study of teacher leadership, Muijs and Harris (2006) found that there were
five dimensions of teacher leadership as a form of professional initiative and learning:
1. Shared decision-making where teachers are given responsibility to make decisions
on behalf of the school on important developmental work.
26
2. Collaboration in which they operate collegially for the prime purpose of securing
certain outcomes linked to improving teaching and learning.
3. Active participation where teachers understand teacher leadership in terms of
being actively involved in core developmental tasks and being participants in the
process of school improvement.
4. Professional learning in which teachers are learning individually and with
colleagues.
5. Leadership as activism where teachers engage with issues on behalf of the school
in order to directly affect change and development (p. 964-965).
Although the presences of all five dimensions are not found in all successful school
settings, it was found that principal leadership should strive to include as many
dimensions as possible thus generating teacher interactions and partnerships (Muijs &
Harris, 2006). These authors went on to declare such interactions and partnerships lead to
teacher leadership which has been found to be the vehicle for successful school
improvement.
Importance of Teacher Leadership
Moller and Pankake (2006) identified three important reasons for the development
of teacher leadership; first, advantages specifically connected to individual teachers and
teaching, second, advantages for the school as a whole, and finally advantages to the role
of principal.
Individual teachers and their teaching. For the first time in American history, the
number of teachers leaving the profession exceeds those who are entering, which creates
pressure to recruit, retain, and support new teachers (Lieberman & Miller, 2005).
27
Research points to the importance of teacher leadership as a positive lever for teacher
retention and recruitment (Moller & Pankake, 2006; Muijs & Harris, 2006). The factors
associated with feelings of empowerment and greater job satisfaction not only helps
retain seasoned teachers, but also with the recruiting of new staff members (Muijs &
Harris).
Furthermore, York-Barr and Duke (2004) argued teacher leadership develops
greater participation by interested teachers which leads to ownership and commitment to
the established school goals. By allowing teacher leaders the power of shared decision
making they become committed to decisions that emerge. Webb, Neumann, and Jones
(2004) acknowledged that since teachers provide such a powerful input into the changes
and conditions in the classroom “teachers need to see themselves as leaders or having the
potential and responsibility for leadership” (p. 254). The positive effect is that teachers’
morale and sense of self-efficacy heighten. As teachers collaborate and develop
professional networks with others, they enjoy ownership in their special projects, thus
motivating them intrinsically (Muijs & Harris, 2006).
Also, teacher leadership has been portrayed as a means to move teaching toward a
higher level of professionalism (Moller & Pankake, 2006). By taking this step forward
toward teacher leadership, teachers feel empowered thus motivating themselves to have
improved performance in the classrooms (Muijs & Harris, 2006). Childs-Bowen, Moller,
and Scrivner (2000) insisted that “Teacher leadership contributions are critical to
improving teacher quality and ensuring that education reform efforts work” (p.33). For
some teachers this might include stepping out of their comfort zone to take on more
28
responsibilities and agreeing to share successful teaching techniques with their
colleagues.
The school. Teachers are more likely to stay in those individual schools where a
culture of teacher collaboration and leadership exists (Muijs & Harris, 2006). This allows
them time to cultivate stronger teams based on trust where initiatives are easier to start
because of the strong safety net of supporters already established. As teacher leadership
grows within a school system, it allows the system to be more self-monitoring and self-
improving, thus allowing the improvement programs of the school a better chance of
surviving changes in formal leadership (Moller & Pankake, 2006).
Moller and Pankake (2006) declared power struggles can arise in schools when
the goals of the principals and the teachers are not aligned. Therefore, these researchers
went on to detail three ways for which building teacher leadership will reduce power
struggles. First, teachers will have more information on which to base decisions and will
understand why decisions are made. Second, teacher leaders are usually those teachers
who can communicate collective decisions effectively with others both within and
outside the school. Finally, teachers who take on leadership roles and are more informed
can move away from their dependence on the principal and assume responsibility for
collective decisions rather than blaming unpopular ideas on the principal (p. 34).
The role of the principal. Research shows that the expectations and
responsibilities of the present-day principals have mushroomed (Copland, 2001; Elmore,
2000; Fullan, Hill, & Crevola, 2006), thus creating expectations too complex for any one
leader to be successful as an individual. If principals are to meet these ever expanding
demands, it becomes necessary for them to enlist help from teacher leaders (Moller &
29
Pankake, 2006). The “superprincipal myth” (Copland, p. 531) must surrender to engaging
teachers in varying levels of leadership so that principals can survive. Whether those
levels of leadership are focused on individual classroom instructional responsibilities,
close collaboration with colleagues, or school wide issues, the assurance of the success as
a whole, including the principal, relies on these leadership teams (Moller & Pankake).
In as much as it is important for those in teacher leadership roles to aid in
relieving the burden of the principal, it is also important for the principal to encourage
and inspire teachers to become leaders. Anderson (2004) discussed the importance of
“leadership reciprocity” (p. 106) when it was discovered that there is a mutual and
interactive influence of teacher leadership on principals as well as a reciprocal influence
of principal leadership on teachers. It is important for principals to nurture these
leadership tendencies in teachers even when these excellent teacher leaders may
eventually be chosen to take on larger leadership roles in other schools (Moller &
Pankake, 2006). Principals are perceived to be true leaders of leaders and have more to
gain professionally when they encourage teachers to move into more challenging roles,
even at the expense of losing those teachers’ special skills and abilities (Moller &
Pankake).
Challenges of Teacher Leadership
As the venture of the changing expectations of schools continues, teachers must
adapt and be ready to tackle new expectations that are imposed on them each year. This
requires them to lead change, share ideas, be risk takers, learn from each other . . .
become teacher leaders. However, research reveals that very few teachers seem able to
put a specific definition on the term “teacher leadership” (Anderson, 2004; Muijs &
30
Harris, 2006). Many people in the education field still believe that a formal title is
required for one to be a teacher leader. Although many teachers with the formal titles do
have important leadership positions, these are not the only teacher leaders. Birky et al.
(2006) declared “formal teacher leaders are those given familiar titles, and the positions
are generally identified by the principal and compensated either by additional salary or in
exchange for a lighter teaching load” (p. 88). Although such roles provided teachers with
leadership opportunities, they were often viewed by fellow colleagues as “quasi-
administrators” (Danielson, 2006, p. 19), thus losing their credibility with other
instructional team members. In a study conducted by Anderson (2004) it was concluded
that “formal teacher leadership roles actually impeded some forms of teacher leadership”
(p. 110).
In contrast, Hatch, White, and Faigenbaum (2005) found in their case study, as
teachers brought expertise, credibility, and influence to their classroom activities and
shared with their fellow colleagues, they emerged as teacher leaders. They earned this
distinction not due to their formal positions or titles, but as informal teacher leaders.
These authors concluded, to continue having teachers emerge as leaders, it is important
for teachers to develop inquiry skills, have opportunities to use their own expertise, and
establish various avenues for the teacher to share with others. With informal teacher
leaders “the focus is more on the learning and improvement of school and student
performance than on leading” (Birky et al. 2006, p. 88). Moller and Pankake (2006),
when describing the importance of the informal teacher leader, stated:
We believe that the most powerful influence for improved teaching and learning
often comes from informal teacher leadership. In fact, when teachers are asked to
31
identify teacher leaders based on who is competent, credible, and approachable,
they frequently name those teachers in the school who do not have formal roles or
titles. (p. 28)
These researchers went on to argue that informal teacher leaders have a variety of
undefined roles and are available for other teachers when they most need help for both
professional and personal issues.
The research (Andrews & Crowther, 2002; Barth, 2001; Danielson, 2006; Durrant
& Holden, 2006) addresses the importance of building teacher leadership in schools and
the impact this can and will have on the individual teachers, student achievement and the
schools. Although the research on teacher leadership is extensive, the aspect of the
teachers’ perceptions on such a leadership role bears further investigation. Equally
important is the idea that in order for teacher leadership to flourish, principals must be
prepared to accept a different role and type of leadership position (Copland, 2001).
Principal Leadership
The principal’s role in relation to teacher leadership and school improvement is
crucial (Andrews & Crowther, 2002). However, like all of the changing conceptions of
teacher leadership, principal leadership has also undergone a change in perspective.
Changes to Expectations of Principal Leadership
Schools depend on leadership to improve their academic performance (Davies,
2005; Spillane, Halverson, & Diamond, 2004). Historically this leadership role was held
solely by the principal with challenging expectations being placed on this position
(Durrant & Holden, 2006; Elmore, 2000; Moller & Pankake, 2006). As leader, the
principal was to be wiser and more courageous than anyone else in the organization, with
32
duties for this position ranging from managerial to curriculum instructor to community
leader (Bolman & Deal, 2003; Moller & Pankake). Elmore (2000) described the tasks of
principals by articulating:
Reading the literature on the principalship can be overwhelming, because

it suggests that principals should embody all the traits and skills that
remedy all the defects of the schools in which they work. They should be
in close touch with their communities, inside and outside the school; they
should, above all, be masters of human relations, attending to all the
conflicts and disagreements that might arise among students, among
teachers, and among anyone else who chooses to create a conflict in the
school; they should be both respectful of the authority of district
administrators and crafty at deflecting administrative intrusions that
disrupt the autonomy of teachers; they should keep an orderly school; and
so on. Somewhere on the list one usually finds a reference to instruction.
(p. 14)
Since most principals struggle to meet these expanding expectations of the
position, the importance of shared leadership has been explored by many researchers
(Andrews & Crowther, 2002; Marks & Printy, 2003; Treslan, 2006; Yukl, 2006). Childs-
Bowen, Moller, and Scrivner (2000) declared “before principals become leaders of
leaders, they must invest time in reflecting on their personal beliefs about leadership and
the empowerment of others” (p. 30). In light of such research the significance of
principals modifying the school culture to encourage teachers to take on leadership roles
is an important step toward successful school reform (Childs-Bowen, et al.).
In support of this, Ash and Persall (2000) contended “creating an organizational
culture and infrastructure that supports leadership opportunities for everyone requires
principals to have an altogether different set of leadership skills than have previously
been necessary” (p. 15). If a determining factor of how staff and students experience
organizational life is school culture, then an important determinate of school culture is
leadership (Lambert, 2006). This view on leading requires intentional actions on the part
33
of the principals to establish mutual trust and respect, a sense of shared directionality,
distributed power, and allowance for individual expression (Andrews & Crowther, 2002;
Moller & Pankake, 2006). Moreover, Childs-Bowen, Moller, and Scrivner (2000) pointed
out the importance of today’s principals having the knowledge and ability to create an
atmosphere of trust to allow teachers to expand on their leadership abilities. Therefore,
the role of principal is paramount in intentionally creating internal structures and
conditions that promote teacher leadership (Youngs & King, 2002).
Additionally, Childs-Bowen, Moller, and Scrivner (2000) detailed four important
strategies for principals to follow to help transform leadership in their schools: create
opportunities for teachers to lead, build professional learning communities, provide
quality professional development, and celebrate innovation and teacher expertise. It
appears that teacher leadership contributions are critical to improving teacher quality and
ensuring that education reform efforts work and it is important for the principal to
understand how to cultivate the teacher leaders (Danielson, 2006).
Concept of Principal Leadership
During the development and implementation of teacher leadership, the role which
the principal takes must assume a different look than past forms of school-based
leadership, which have centered on the principalship (Childs-Bowen, Moller, & Scrivner,
2000; Lambert, 2006). The principal must be willing to relinquish power to establish a
positive environment for teacher leaders to cultivate and grow. Principals need to be
prepared to hold fast to their values while letting go of power and authority (Lambert),
thus empowering teachers to explore their new leadership roles, allowing leadership to be
distributed throughout the school rather than vested in one position.
34
Although several different forms of shared or collaborative school leaderships
(Marks & Printy, 2003) have been researched, teacher leadership is reasonably situated
within two constructs of leadership that are inclusive of both formal and informal leaders:
formative (Ash & Persall, 2000) and distributed (Harris, 2005). These styles of leadership
work toward establishing a culture which builds capacity and drives high expectations for
better performance for the teacher leaders within those cultures (Eilers & Camacho,
2007). These forms of collaborative leadership emphasize an equal partnership in the
process of leadership, while replacing hierarchical notions of traditional leadership
(Eilers & Camacho).
Formative leadership. In their research Ash and Persall (2000) developed the
formative leadership theory. This theory is based on the belief that “there are numerous
leadership possibilities and many leaders with in the school” (p.16). They went on to
develop ten formative leadership principles to support a new paradigm for quality
leadership:
1. Team learning, productive thinking, and collaborative problem solving should
replace control mechanisms, top-down decision making, and enforcement of
conformity.
2. Teachers should be viewed as leaders and school principals as leaders of leaders.
3. Trust should drive working relationships.
4. Leaders should move from demanding conformity and compliance to encouraging
and supporting innovation and creativity.
5. Leaders should focus on people and processes, rather than on paper work and
administrative minutiae.
35
6. Leaders should be customer-focused and servant-based. Faculty and staff
members are the direct customers of the principal, and the most important
function of the principal is to serve his or her customers.
7. Leaders should create networks that foster two-way communication rather than
channels that direct the flow of information in only one direction.
8. Formative leadership requires proximity, visibility, and being close to the
customer.
9. Formative leadership should empower the people within the school to do the work
and protect them from unwarranted outside interference.
10. Formative leadership requires the ability to operate in an environment of
uncertainty, constantly learning how to exploit system wide change, rather than
maintaining the status quo. (p. 16-17)
By using the formative leadership theory the principal establishes the belief that the
teacher is leader and the principal is the leader of leaders (Ash & Persall). Although
formative and distributed leadership styles are similar, subtle differences do arise.
Distributed leadership. Attempts to define distributed leadership are many, and
seem to center on the discussion about who can exert influence over colleagues and in
what domains (Harris, 2005). Leithwood et al. (2004) suggested that “it entails the
exercise of influence over the beliefs, actions and values of others . . . as is the case with
leadership from any source” (p. 60). Still in contrast to traditional leadership norms,
distributed leadership is characterized as a form of collective leadership in which teachers
develop expertise by working together (Harris) and are provided greater opportunities to
learn from one another (Leithwood et al.).
36
In his work, Elmore (2000) declared the call for distributed leadership is often a
response to principals’ rapidly escalating responsibilities. However, distributed leadership
goes beyond simply reshuffling assignments, but instead calls for a fundamental shift in
the organizational thinking that redefines leadership as the responsibility of everyone in
the school (Chirichello, 2004; Elmore; Spillane, Halverson, & Diamond, 2004).
Moreover, in their work, Spillane et al. viewed distributed learning as an example of
“distributed cognition” (p. 23) which views learning as a social rather than an individual
activity. All authors agreed on the point that distributed leadership plays a role in
generating reform and instructional improvement.
Additionally, distributed leadership implies a social distribution of leadership
where the leadership function is stretched over the work of a number of individuals and
where the leadership task is accomplished through the interaction of multiple leaders
(Spillane et al., 2004). Essentially, distributed leadership is an emergent property of a
group or a network of interacting individuals (Gronn, 2000). The concept behind
distributed leadership implies interdependency, rather than dependency, embracing how
leaders of various kinds and in various roles share responsibility (Harris, 2005).
Connections between teacher leadership and principal leadership
The principal has the important role of establishing a vision leading toward the
common purpose of cultivating a culture ready to handle successful school improvement
through the facilitation of teacher leaders (Lambert, 2003). To succeed in this vision,
principals and teachers need to work together, creating a full rich culture of trust and
collaboration between the two leadership positions (Andrews & Crowther, 2002). In
37
support of this belief, using research from their study of nine schools, Andrews and
Crowther concluded:
In exploring the dynamics of teachers’ leadership roles in successful

school projects in phase two of the research, it became evident that the
relationship in question could not be fully understood or appreciated in
isolation from the work of principals. Indeed, in none of our phase two
case studies was teacher leadership found to flourish independently of the
principal. (pg. 154)
These researchers went on to declare the necessity of three distinct qualities between the
teachers and principal; mutual trust and respect, a sense of shared directionality, and
allowance for individual expression. Furthermore, Andrews and Crowther (2002)
affirmed that this new educational concept, known as parallelism, placed equivalent value
on teacher leadership and principal leadership (p. 155).
As Katzenmeyer and Moller (2001) stated, “Although progress has been made in
recognizing that the principal’s job is about creating a culture in which principals and
teachers lead together, our experience is that this perspective is not widespread” (p. 84).
Nevertheless, the roles of teacher leaders are seldom effective without the support and
encouragement of their administrators (Birky, Shelton, & Headley, 2006). Since teacher
leadership plays an important role in school improvement, appropriate principal actions
are necessary for encouraging and promoting such leadership (Birky et al.; Katzenmeyer
& Moller). And because teacher leaders are influenced by their principal’s actions, it is
important for principals to understand what motivates and what discourages teachers to
become leaders. Danielson (2006) declared:
The strict bureaucratic hierarchy is not sufficient, nor are other approaches that
place teachers in the role of receiver of accepted wisdom. Rather, to bring the best
38
to bear on the challenges of education, the engagement of teacher leaders in the
enterprise is an important component of any improvement strategy. (p. 27)
Thus, the framework for teacher leadership represents a movement of skilled
administrator leadership teaming with educators who have the desire to remain in the
classroom yet extend their expertise and knowledge to others in the profession
(Danielson).
As the research suggests, the importance of principals willing to utilize different
leadership skills in order to promote teacher leadership is paramount in creating a school
culture that enhances collaboration and collegiality among the school’s members. School
leaders must foster this leadership in their teachers in order for successful school
improvement.
Summary
The expectation for all schools to create an environment of learning for all
students weighs heavily on the shoulders of professionals in the education field. In order
for school improvement to become embodied throughout the culture of a school, the roles
of both the principals and teachers must change. Embracing teachers as leaders is an
important step toward success, but it will require changes for both the teachers as well as
the principals. The responsibilities and behaviors of principals supporting the idea of
teacher leaders and finding new ways to encourage teachers to step into those leadership
roles is of utmost importance when considering the goal of student achievement.
This review of current literature clearly articulates the importance of teachers and
principals working collaboratively to not only build upon leadership positions that are
currently established in schools, but also institute new leadership roles. By working
39
together these two leaderships positions will establish a learning environment for the
students that encourage and promote the importance of continuous learning. This
continuous learning atmosphere will pave the way for school improvement.
Therefore, the purpose of this research was to add to current knowledge by
focusing on the perceptions of teachers and principals regarding teacher leadership as
they lead together for school improvement. Specifically, the researcher sought to discover
the principal’s perception of ways to encourage and guide teachers to step into leadership
positions. Furthermore, the researcher focused on the perceptions of teachers to find ways
they felt the principal encouraged and discouraged them from stepping into leadership
positions.
Discussed in Chapter Three is a description of the research design and
methodology. This discussion includes research questions, population and sample,
methods of data collection, and data analysis. The rationale for selecting the design of the
study, a mixed design, is described. Presentation of the data findings and analysis of these
findings are presented in Chapter Four. Findings, conclusions, and recommendations for
future research are described in Chapter Five.
40
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Introduction
As the research indicated, schools depend on leadership to improve their
academic performance (Davies, 2005; Spillane et al. 2004). However, the days of the
principal being the sole leader, meeting all the imposed expectations, have passed. When
considering leadership as “making happen what you believe in” (Barth, 2001, p. 85), the
conceptualization widens as to who can become a leader. Never before has the need been
so great for principals to become leaders of leaders (Ash & Persall, 2000), allowing
classroom teachers to step up into leadership positions and become agents of change by
positioning themselves as problem solvers at the school building level.
Nevertheless, the principal has the important role of establishing a vision leading
toward the common purpose of cultivating a culture ready to handle successful school
improvement through the facilitation of teacher leaders (Lambert, 2003). To succeed in
this vision, principals and teachers need to work together creating a full rich culture of
trust and collaboration between the two leadership positions (Andrews & Crowther,
2002). In order for such changes to occur and for a truly collaborative working
relationship to exist between the two roles, a better understanding of the perceptions of
the principals and teachers is necessary.
In Chapter Three the research questions and rationale for using a mixed-method
design is discussed. In addition, the study population and sampling procedures are
described and grounded in established research techniques. Furthermore, data collection
41
procedures, instrumentation, and data analysis are described in ample detail to support
understanding and facilitate replication.
Problem and Purpose Overview
The ability or inability of a school organization to sustain lasting school
improvement is dependent upon effective leadership (Barth, 2001; Yukl, 2006). This
leadership cannot come in the form of a single principal, but instead the principal has the
important role of establishing a vision leading toward the common purpose of cultivating
a culture ready to handle successful school improvement through the facilitation of
teacher leaders (Lambert, 2003). As teachers are urged to assume this new role, a better
understanding of the nature of teacher leadership is important. Although varying schools
of thought exist concerning effective leadership of both the principal and teachers, this
study was based upon the premise that successful school improvement may be more
effectively obtained when teachers and principals work together to create a workplace
which supports the importance of teacher leadership. Specifically, this study attempted to
glean a better understanding of teacher leadership roles from the point of view of the
principal and of teachers and the extent to which these roles affect school improvement.
believe the teacher leadership roles lead to overall school improvement. Research
42
questions were formulated to gather data concerning the value of teacher leadership for
school structures, administrators, fellow teachers, and students (Anderson & Crowther,
2002; Barth, 2001; Birky et al. 2006; Danielson, 2006).
Research Questions
The research questions critical to this study focused on possible differences
between the perceptions of teachers and principals when it comes to teacher leadership
and the extent to which such leadership positions lead to school improvement. Research
questions also focused on whether teachers are involved in leadership positions as much
as they would like to be. The researcher attempted to answer the following six questions:
leadership roles?
3. What impact do teachers believe teacher leadership has on school improvement?
4. What impact do principals believe teacher leadership has on school improvement?
5. Is there a significant difference between teachers and principals on the perceived
impact of teacher leadership roles on school improvement?
Null Hypotheses
The following null hypotheses were tested in an attempt to answer the research questions:
43
teachers compared to the rating of how involved they would like to be in teacher
leadership roles.
3. There is no statistically significant difference between teachers and principals on
the perceived impact of teacher leadership roles on school improvement.
Rationale for Using Mixed-Method Design
A mixed-method design, which combined qualitative and quantitative research
methods, was selected for the purpose of this study, which was to investigate the
perceptions of teachers and principals in regard to teacher leadership. The movement to
use mixed-method designs, which began in the 1950s, promoted the integration of
different types of research methods (Maxwell, 2004; Onwuegbuzie, 2002; Yukl, 2006).
The combination of qualitative research, where the main goal of the researcher is
developing and discovering theory to explain their data (Maxwell), and quantitative
research, where the researcher uses statistical procedures to discover correlations and
relationships that may offer theories (Maxwell), enable the data to be examined in various
ways.
The choice to use a mixed-method design was due to the recognition that each
method presents an important facet to the research problem. The use of surveys allowed
the researcher the opportunity to analyze data to determine whether the effects seen in the
sample reflect “true effects” (Shaffer & Serlin, 2004) and not merely chance happenings.
Open ended questions included in the surveys added the qualitative dimension and
allowed the researcher the chance to explain how and why events unfold (Seidman,
2006).
44
Population and Sample
The population for this study consisted of 2000 principals and 66,255 teachers in
Missouri (DESE, 2006). From this population a sample size established by the researcher
was a total of fifteen schools. The sample size of fifteen school sites was chosen because
it was large enough to allow for diversification and representativeness and also to meet
the requirements of statistical procedures appropriate for this study (Cherry, 2000; Gay,
1996). According to Cherry (2000), “A sample between 90 and 150 participants who are
representative of the larger population is an adequate sample size for most studies where
parametric statistical procedures are included” (p. 89, 163). The resultant participants of
principals (n=15) and the teachers (n=90-150) would allow for the statistical procedures
appropriate for this study.
To achieve a representative sample all school districts in Missouri were
categorized according to their 2008-2009 enrollment as reported by the Department of
Elementary and Secondary Education (DESE). The categories were established as
follows: large districts had a student population of five thousand or greater, mid-sized
districts had greater than one thousand but less than five thousand students, and small
districts had one thousand students or less enrolled. For the purpose of this study, five
schools from each of the three district size categories were used.
Next district sites were randomly selected. This random sampling of the districts
was achieved by using a random number generator to select the schools. To be prepared
in case a district chose not to participate in the study, the researcher selected seven
districts within each category. Once the districts were selected, letters were sent to the
superintendents of the first five selected school districts from each category, briefly
45
describing the research plan and asking permission to include a school from their district
in the research project. Included in the permission was a request for superintendents to
recommend a principal within their district who encourages and promotes teacher
leadership within their building. Merriam (1998) determined that “purposeful sampling is
based on the assumption that the investigator wants to discover, understand, and gain
insight and therefore must select a sample from which the most can be learned” (p. 61).
Having the superintendent identify a principal with some understanding of teacher
leadership enhanced the data collection of this inquiry. Therefore, once the district
administrators gave their approval (see Appendix A), electronic consent forms and
surveys were sent to the suggested principal. If the principals did not respond to the
survey within a five day time period, the survey was resent, along with a follow-up phone
call to answer any additional questions that principal may have about the survey. To
insure a sample size of fifteen schools, surveys were not sent out to teachers until the
principals replied and consented to the investigation (see Appendix A).
Once the survey was collected from the principal, a link to the electronic consent
forms (see Appendix A) and surveys for the teachers was sent to the principal with the
request for them to forward the link to all classroom teachers within their building. By
sending the electronic survey to the principal, the researcher was able to bypass district
technology filtration systems that may have halted outside surveys from reaching the
teachers. A minimum of ninety surveys were collected to insure a teacher sample size
large enough to show true effects.
46
Data Collection and Instrumentation
This study utilized an electronic survey for data collection. The Teacher
Leadership Roles Survey was administered to both principals and teachers, although
slight variations existed in the surveys for the specific roles. The perceptions of both the
principals and teachers as measured in the surveys provided the primary data for this
study.
For the survey administered to the principals (see Appendix B), the first part of
the Teacher Leadership Roles Survey, adapted with permission from Birky et al. (2006),
contained ten items that assessed perceptions of the principals regarding teacher
involvement in various teacher leadership opportunities (see Appendix B for permission).
This portion of the survey used a four point scale allowing the principals to rate perceived
involvement as always, often, seldom, or never. The second portion of the principal
survey also used a four point scale ranging from strongly agree to disagree. This portion
of the survey instrument was created for this study to assess beliefs of the principal in
regard to the importance of teacher leadership roles on overall student achievement. The
ten survey statements were based on important attributes of school improvement
identified within the literature review. This portion of the survey was pilot tested and
retested for validity and reliability by a group of administrators familiar with the concept
of teacher leadership. The participants of the pilot test were provided with instructions on
how to complete the survey and asked to provide feedback regarding the general
appearance of the survey, clarity of directions, ease of comprehension, and length of
survey. Participants were asked to complete the survey a second time within a period of
two weeks to establish reliability of scores. Additionally, feedback was used to revise the
47
surveys and help determine a time frame for completion of the surveys. The survey was
analyzed for test-retest reliability.
The final part of the survey included the two open-ended questions that allowed
the principals the opportunity to share their opinions as to what encourages and what
discourages teachers to step into teacher leadership positions. A final opportunity was
given for the principals to provide other important information they wished to share on
this subject.
Although the survey administered to the teachers was similar (see Appendix B),
the wording was adjusted to represent the perspective of the teacher. The first part of the
teacher survey, adapted with permission from Birky et al.(2006), contained ten items that
assessed perceptions of the teachers related to teacher involvement in various teacher
leadership opportunities (see Appendix B for permission). This part of the teacher survey
included the same four point scale with ratings of always, often, seldom, and never and
allowed the teachers to rate their involvement in the ten listed teacher leadership roles.
However, it also included another column which allowed the teachers to share
information as to how involved they wished to be in those roles listed. A blank area also
afforded the teachers the opportunity to add in additional leadership roles they were
active in or a role in which they wished to be involved. The second portion of the survey
assessed the beliefs of the teachers related to their own influence over the academic
successes and failures of their students. The ten survey statements mirrored the survey
given to the principals. This portion of the survey was pilot tested and retested for
validity and reliability by a group of teachers chosen randomly. The participants of the
pilot test were provided with instructions on how to complete the survey and asked to
48
provide feedback regarding the general appearance of the survey, clarity of directions,
ease of comprehension, and length of survey. Participants were asked to complete the
survey a second time within a period of two weeks to establish reliability of scores.
Additionally, feedback was used to revise the surveys and help determine a time frame
for completion of the surveys. The survey was analyzed for test-retest reliability.
Again, two open-ended questions followed allowing the teachers the opportunity
to share their opinions as to what encourages and what discourages teachers to step into
leadership positions. Also, the teachers were given the opportunity to share additional
information regarding the subject of teacher leadership.
Data Analysis
The purpose of this mixed-method design study was to examine the perceptions of
both principals and teachers in regard to teacher leadership positions to discover if the
two perceptions differed and also to determine if both positions agreed on the impact of
teacher leadership on school improvement. Although research (Andrews & Crowther,
2002; Barth, 2001; Childs-Bowen, Moller, & Scrivner, 2000; Danielson, 2006; Elmore,
2000; Moller & Pankake, 2006) supported the importance of teacher leadership on
overall school improvement, little research was found directly relating to how these two
important positions view teacher leadership and its importance for lasting school
improvement. Two phases of data analysis were chosen to describe numerical findings
and descriptive information.
The data from the Teacher Leadership Roles Survey derived from selected
principals and teachers were collected, tabulated, and analyzed using the Statistical
49
Package for the Social Sciences (SPSS) version 16.0. The following statistical methods
of data analysis were chosen to describe numerical findings and descriptive information.
Research Question 1. To determine if there were significant differences between
perceptions of principals and teachers in regard to teacher leadership roles, t-tests for
independent means were conducted. Mean scores for each of the ten statements were
determined by averaging the scores given by principals and also by teachers. For each
statement, t-tests were calculated to determine if significant differences existed between
the ratings given by principals and ratings given by teachers. This allowed the researcher
to determine “whether the means of the two samples were significant’ (Fraenkel &
Wallen, 2003, p. 241). A .05 level of significance was used in order to reject or accept the
null hypothesis for this research question.
Research Question 2. A paired t-test was used to determine if there were
significant differences between the ratings of involvement of the teachers in teacher
leadership roles compared to the ratings of how involved they would like to be. Again
mean scores for each of the ten statements were determined by averaging the score given
by the teachers in the column for how involved they are and also for how involved they
would like to be. The mean scores for each of the ten statements were then compared
between the two columns. Again this allowed “whether the means of the two samples
were significant’ (Fraenkel & Wallen, 2003, p. 241). A .05 level of significance was used
in order to reject or accept the null hypothesis for research question two.
Research Questions 3 and 4. Data from questions three and four were collected
and a mean score was determined for each of the ten statements. The mean scores were
then listed from highest to lowest for each category (teacher and principal).
50
Research Question 5. To determine if there were significant differences between
teachers and principals on the perceived impact of teacher leadership roles on school
improvement, t-tests for independent means were again conducted. Mean scores for each
of the ten statements were determined by averaging the scores given by principals and
also by teachers. For each statement, t-tests were calculated to determine if significant
differences existed between the ratings given by principals and ratings given by teachers.
This further determined “whether the means of the two samples were significant’
(Fraenkel & Wallen, 2003, p. 241). A .05 level of significance was used in order to reject
or accept the null hypothesis for research question five.
Research Question 6. The open ended questions used on the surveys were
analyzed for content and qualitative themes concerning encouraging and discouraging
teachers to become teacher leaders. The data provided by the open ended survey
questions allowed the researcher to analyze participant responses and scrutinize the data
for common themes or insights. Merriam (1998) referred to this as coding and
categorizing the data in order to help with analysis. The use of such qualitative data
contributed to the triangulation of the data and the rich description contained within this
study. Such descriptions offered by principals and teachers assisted in the development of
an in-depth understanding of the intricacies of teacher leadership. Moreover, data
triangulation was achieved with quantitative and qualitative data analysis.
Researcher’s Biases and Assumptions
One underlying assumption made by this researcher was that both principals and
teachers understood the meaning of informal teacher leadership. It is assumed that the
principals chosen by the superintendents realized the role of teacher leader comes from
51
initiatives taken by the teacher to help not only their students, but share their wealth of
knowledge and abilities with their colleagues. This was based upon research and personal
experience of working within a building that promoted such teacher leadership.
A second underlying assumption, based on research and personal experiences,
was that principals and teachers want to work together to create an atmosphere that
promotes the importance of student learning and academic achievement. More
importantly, the researcher assumed that both principals and teachers understood this
meant more than just high scores on statewide standardized tests, but instead a school
culture that promoted trust and high expectations for students and teachers. The research
supported the notion of building a strong school culture. Again, this assumption was
derived from personal experience
Summary
Presented in Chapter Three was the information related to the design and
methodology used to carry out this investigation of the perceptions of principals and
teachers in regard to teacher leadership roles and school improvement. A rationale was
provided for the use of a mixed-method research design. The population and sample were
described, along with data collection and instrumentation. The two-phased data analysis
was articulated, as well as the researcher’s biases and assumptions. Data analysis and
research findings are presented in Chapter Four. Information in Chapter Five concludes
with a discussion of the research findings, conclusions drawn from the data, implications
for practices, and recommendations for future research.
52
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
Introduction
The intent of this study was to gain a better understanding of perceptions of
teacher leadership roles from the point of view of both teachers and principals, and to
what extent both positions believe teacher leadership plays in sustaining school
improvement. The study also examined the overall interest of teachers stepping into
teacher leadership positions and ways they are encouraged or discouraged to take on this
challenge. Research in the area of teacher leadership has progressively concentrated on
the value that teacher leaders have for students, fellow teachers, and administrators
(Andrews & Crowther, 2002; Barth, 2001; Birky, et al. 2006; Childs-Bowen, et al., 2000;
Danielson, 2006; Moller & Pankake, 2006; Patterson & Patterson, 2004). There is also a
growing pool of evidence that indicates involvement by teachers in educational reform is
critical in order to move education toward excellence (Barth; Danielson; Durrant &
Holden, 2006; Muijs & Harris, 2006; Starrat, 1995). Past research indicated that very few
teachers seem able to put a specific definition on the term “teacher leadership”
(Anderson, 2004; Muijs & Harris), thus creating ambiguity between formal and informal
teacher leadership roles. Since understanding the value of informal teacher leaders, with
their variety of undefined roles, is imperative (Barth; Birky, et al,; Hatch, et al, 2005;
Moller & Pankake), research to help uncover what encourages and discourages teachers
from stepping into such roles is valuable.
53
believe the teacher leadership roles lead to overall school improvement.
Data for this investigation were gathered through the researcher-created Teacher
Leadership Roles Survey, which measured the perceptions of both the principals and
teachers in regard to teacher leadership roles and the beliefs in the importance of teacher
leadership roles on overall student achievement. Seven school districts within each
enrollment category, established by the researcher, were randomly chosen. Consent forms
were then sent to superintendents of the districts, asking for consent to participate in the
study and a recommendation of a principal within their district that promoted teacher
leadership. Once consent was received, electronic surveys were then sent to fifteen
principals, five from each enrollment category. Once the principal surveys were returned,
a link to the electronic surveys and consent forms were sent to the principals with the
request that they forward the link on to the classroom teachers in their buildings.
Statistical differences between perceptions of principals and teachers in regard to teacher
leadership roles were analyzed by conducting t-tests for independent means. The mean
scores for each of ten statements concerning the impact of teacher leadership on school
improvement were collected and identified for both the principals and the teachers. The
mean scores for each of the ten statements were also analyzed by conducting t-tests for
independent means. A paired t-test was used to determine if there were significant
54
differences between the ratings of teachers’ involvement in teacher leadership roles
compared to the ratings of how involved they would like to be.
The open-ended questions used on the Teacher Leadership Roles Survey allowed
the researcher to analyze participant responses and scrutinize the data for common
themes or insights, thus allowing for further triangulation of data. The data gathered from
the principals and teachers helped the researcher develop an understanding of the
intricacies of teacher leadership and provided additional substance to the quantitative
statistical analyses.
The research questions critical to this study focused on possible differences
between the perceptions of teachers and principals when it comes to teacher leadership
and the extent to which such leadership positions lead to school improvement. Research
questions also focused on whether teachers are involved in leadership positions as much
as they would like to be. The data were used to answer the following research questions
guiding this study:
leadership roles?
55
Presented in this chapter are a description of the sample population, including
demographic data, and a description of the data collection instrument. Additionally,
analysis of the research questions and hypotheses are included, followed by a summary of
the findings.
Data Analysis
Population
The population involved in this study consisted of principals and teachers
throughout a Midwestern state. A representative sample of principals (n=15) was chosen
by first categorizing school districts into three size categories, large, midsized, and small,
then randomly choosing five districts within each category. Fifteen electronic surveys
were sent out and returned by the principals, yielding a return rate of 100%. Table 1
shows the demographics for the principals that participated in the survey.
56
Table 1
Demographic Information of Principals Responding to Survey

________________________________________________________________________
Demographic Characteristic Frequency Percentage
________________________________________________________________________
Gender Male 8 53%
Female 7 47%
_______________________________________________________________________
Level of Education BS. Ed. 1 6%
M.Ed. 6 40%
Ed.S. 4 27%
Ed.D. 4 27%
________________________________________________________________________
Years of Experience First year 1 7%
2 to 5 years 6 40%
6 to 9 years 3 20%
10 to 14 years 4 27%
More than 14 years 1 7%
________________________________________________________________________
In Current Building First year 2 13%
2 to 5 years 8 53%
6 to 9 years 1 7%
10 – 14 years 3 20%
________________________________________________________________________
Note: N = 15
An electronic link to the teachers’ surveys was then sent out electronically to the
principals, who in turn forwarded it to all of the classroom teachers within their building.
A total of 214 surveys were sent out to classroom teachers, with ninety-six surveys
57
(n=96) being returned, yielding a return rate of 45%. The demographics of the teacher
participants are revealed in Table 2.
Table 2
Demographic Information of Teachers Responding to Survey

________________________________________________________________________
Demographic Characteristic Frequency Percentage
________________________________________________________________________
Gender Male 16 17%
Female 80 83%
________________________________________________________________________
Level of Education BS. Ed. 29 30%
M.Ed. 58 60%
Ed.S. 7 7%
Ed.D. 2 2%
________________________________________________________________________
Years of Experience 1 to 4 years 33 34%
5 to 8 years 19 20%
9 to 12 years 19 20%
13 to 16 years 5 5%
________________________________________________________________________
In Current Building First year 30 31%
2 to 5 years 31 31%
6 to 9 years 17 18%
10 – 14 years 10 10%
________________________________________________________________________
Grade Level Elementary 59 62%
Middle School 12 12%
High School 25 26%
________________________________________________________________________
Note: N = 96
Survey
The Teacher Leadership Roles Survey was used to measure the perceptions of
principals and teachers regarding the concept of teacher leadership and school
improvement. A portion of the survey was adapted with permission from Birky et al. (see
Appendix B), with the remainder of the survey being created by the researcher based on
58
information gleaned from the extensive review of the related literature (Andrews &
Crowther, 2002; Barth, 2001; Childs-Bowen, et al., 2000; Danielson, 2006; Durrant &
Holden, 2006; Moller & Pankake, 2006; Muijs & Harris, 2006; Patterson & Patterson,
2004; Starrat, 1995). For the first portion of the survey, principals and teachers used a
four-point Likert-type scale to describe teacher involvement in various leadership roles.
The teachers had an additional portion on their survey, using the same four-point Likert-
type scale, to describe how involved they would like to be in the same leadership roles.
The second portion of the survey used a similar four-point scale allowing the participants
to rate their beliefs in the importance of teacher leadership roles on overall student
achievement. These ten survey statements were based on important attributes of school
improvement identified within the literature review (Bolman & Deal, 2003; Bruffee,
1999; Durrant & Holden, 2006; Elmore, 2000; Sergiovanni, 2000).
The survey was pilot tested and retested for validity and reliability by a group of
administrators and teachers familiar with the concept of teacher leadership. The
participants of the pilot test were provided with instructions on how to complete the
survey and asked to provide feedback regarding the general appearance of the survey,
clarity of directions, ease of comprehension, and length of survey. Participants were
asked to complete the survey a second time within a period of two weeks to establish
reliability of scores. Reliability of the items was determined by comparing the responses
of the survey as administered on the two separate occasions. To check test-retest
reliability, correlations of subscale totals on the two administrations of the test were
calculated. These correlations were Pearson product moment correlations between the
two sets of scores. The test-retest correlations for the twenty statements range from a low
59
of r = .902 to a high of r = 1.0. Results were reported in Table 3. All correlations in the
test-retest were significant at the .01 level.
60
Table 3
Test-Retest Reliability of Survey Instrument by Question

________________________________________________________________________
Question for Part A – Leadership Roles r Sig. (2-tailed)
________________________________________________________________________
Question 1 .903 .01
Question 2 1.0 .01
Question 3 1.0 .01
Question 4 .951 .01
Question 5 .926 .01
Question 6 .951 .01
Question 7 .956 .01
Question 8 1.0 .01
Question 9 .969 .01
Question 10 1.0 .01
________________________________________________________________________
Question for Part B – School Improvement r Sig. (2-tailed)
________________________________________________________________________
Question 1 .906 .01
Question 2 .903 .01
Question 3 .934 .01
Question 4 .906 .01
Question 5 .941 .01
Question 6 .914 .01
Question 7 .964 .01
Question 8 .915 .01
Question 9 1.0 .01
Question 10 .917 .01
________________________________________________________________________
61
The two open ended questions used to gather qualitative data from the participants
allowed the opportunity to share opinions as to what encourages and what discourages
teachers to step into teacher leadership positions. These questions added a qualitative
dimension to the study, and allowed the researcher the opportunity to explain how and
why events unfold (Seidman, 2006).
Research Questions: Analysis of Data
Responses from the Teacher Leadership Roles Survey were entered into SPSS
11.0. Data were analyzed using independent t-tests, paired t-tests, and mean scores.
Statistical significance was determined at the .05 level of confidence. The statistical
significance was used to answer the following research questions.
Research Question 1. Is there a difference in how principals and teachers
perceive teachers’ involvement in teacher leadership roles?
An independent-samples t-test was conducted to evaluate differences between the
ratings from principals and teachers when it pertains to teacher involvement in teacher
leadership roles. The mean score for principals was 2.8060 (SD = .57087) while the mean
score for teachers was 2.1940 (SD = .67183). Equal variances were assumed for each test.
The test showed a significant difference between the mean score of principals and
teachers, t(18) = 2.195, p = .042. The t-test comparison chart is outlined in Table 4.
62
Table 4
Comparison of Teachers’ Involvement in Teacher Leadership Roles
Group N Mean Standard Std. Error t df Sig. (2-
Deviation of Mean tailed)
Principal 15 2.8060 .57087 .18053 2.195 18 .042
Teacher 96 2.1940 .67183 .21245 2.195 17.543 .042
Further analysis of the mean scores yielded information of interest relating to the
perceptions of the role of teacher leadership in each specific area surveyed. A comparison
of the mean score of each individual statement, as shown in Table 5, illustrated the
perceptions of the principals are higher than the perceptions of the teachers in regard to
teacher leadership roles within their schools in all areas. The largest difference in the
mean scores was in the area of setting promotion and retention policies. The mean scores
for the principals fell within the range of Often (2.50 to 3.49) whereas the mean scores
for the teachers fell within the range of Seldom (1.50 to 2.49). There were four areas
where the mean scores for both the principals and the teachers fell within the same range:
setting standards for student behavior, often; deciding school budgets, seldom; evaluating
teacher performance, seldom; selecting new teachers, seldom. Data indicated, when
comparing the overall mean scores for principals compared to those of the teachers, the
63
principals perceived teachers within the range of Often (2.50 to 3.49) participating in the
stated teacher roles, whereas the teachers perceived themselves within the range of
Seldom (1.50 to 2.49) participating in the roles.
64
Table 5
Mean Scores for Statements Concerning Participation in Teacher Leadership Roles
Statement Principal Teacher Mean
Mean Mean Difference
Choosing textbooks and instructional materials 3.73 2.89 0.84
Shaping the curriculum 3.53 2.97 0.56
Setting standards for student behavior 3.40 3.25 0.15
Tracking students into special classes 2.80 2.37 0.43
Designing staff development/in-services 2.80 2.39 0.41
Setting promotion and retention policies 2.73 1.68 1.05
Deciding school budgets 2.27 1.81 0.46
Evaluating teacher performance 2.13 1.58 0.55
Selecting new teachers 2.40 1.64 0.76
Selecting new administrators 2.27 1.36 0.91
Overall Mean Score 2.81 2.19 0.62
65
Research Question 2. Is there a perceived difference between the ratings of
involvement by teachers compared to the ratings of how involved they would like to be in
teacher leadership roles?
The mean score for the teacher’s perceived involvement in the leadership role was
2.1940 (SD = .67183), while the mean score for how involved teachers wanted to be in
leadership roles was 2.9540 (SD = .40001), as shown in Table 6.
Table 6
Comparison of Actual Teacher Involvement to How Involved They Want to Be
Teacher Involvement N Mean Standard Deviation Std. Error of Mean
Actual 96 2.1940 .67183 .21245
Wish to be 96 2.9540 .40001 .12649
The dependent samples t-test indicated that there was significant difference, t(9) =
7.485, p<.001 as reported in Table 7, between the ratings of involvement of teachers in
leadership roles when compared to the ratings of how involved they would like to be in
those same roles.
66
Table 7
Differences Between Actual Teacher Involvement and How Involved They Wish to Be
Teacher N Mean Standard Std. Error t df Sig. (2-
Involvement Deviation of Mean tailed)
Involvement 96 .7600 .32107 .10153 7.485 9 .000
Further analysis of the mean scores, as recorded in Table 8, revealed that teachers
in the study did not feel they were as involved in teacher leadership roles as they would
like to be. This held true for all of the ten statements, although several of the mean scores
fell within the same range. The mean scores for choosing textbooks and instructional
materials and shaping the curriculum all fell within the often range (2.50 to 3.49) yet the
higher mean in the wish to be involved column suggests the teachers would like to be
more involved than they are currently. The greatest difference in the mean scores was for
the statement concerning selecting new administrators. The range indicates teachers felt
they actually were never a part of this (1.00 to 1.49), but indicated they would often like
to be (2.50 to 3.49).
67
Table 8
Mean Scores for Comparison of Teacher Involvement to Wish to be Involved
Actual Wish to be
Statement Involvement Involved
Mean Mean
Choosing textbooks and instructional materials 2.89 3.45
Shaping the curriculum 2.97 3.45
Setting standards for student behavior 3.25 3.53
Tracking students into special classes 2.37 2.85
Designing staff development/in-services 2.39 3.11
Setting promotion and retention policies 1.68 2.61
Deciding school budgets 1.81 2.61
Evaluating teacher performance 1.58 2.47
Selecting new teachers 1.64 2.80
Selecting new administrators 1.36 2.66
68
Research Question 3 and 4. What impact do teachers believe teacher leadership
has on school improvement? What impact do principals believe teacher leadership has
on school improvement?
The mean scores were determined and analyzed for each of the ten statements
pertaining to impact of teacher leadership on school improvement through the
perceptions of both principals and teachers. Scores produced information of interest when
comparing the two groups. Reported in Table 9 are the mean scores listed from highest to
lowest for principals and teachers for their ratings of the impact of the ten major concepts
in regard to school improvement. The mean scores for the first eight concepts of
importance to school improvement for the principals fell within the range of Strongly
Agree (3.50 to 4.00), whereas only the first five concepts listed for the teachers fell
within that same range. The final five mean scores of the teachers fell within the range of
Somewhat Agree (2.50 to 3.49). Overall, when comparing the mean scores, the principals
averaged in the Strongly Agree (3.50 to 4.00) range, whereas the teachers averaged
within the Somewhat Agree (2.50 to 3.49) range.
69
Table 9
Mean Scores for Impact of Teacher Leadership on School Improvement
Principals Teachers
Statement Statement
Mean Mean
Collaboration of teachers 4.00 Modeling leadership skills 3.69
Modeling leadership skills 3.93 Collaboration of teachers 3.68
Attending to the learning of the 3.80 Atmosphere provided in classroom 3.59

entire school community
Atmosphere provided in classroom 3.73 Stepping outside of traditional 3.57

roles
View themselves as leaders 3.73 View themselves as leaders 3.50
Stepping outside of traditional 3.71 Attending to the learning of the 3.40

roles entire school community
Networking with other schools and 3.71 Clear vision and established goals 3.31
programs
Clear vision and established goals 3.53 Networking with other schools and 3.31
programs
Establish and implement 3.47 Establish and implement 3.26

expectations and standards expectations and standards
Working with staff to establish a 3.40 Working with staff to establish a 3.22
feeling of trust not only in the feeling of trust not only in the
individual classrooms but in the individual classrooms but in the
entire building entire building
Overall Mean Score 3.70 Overall Mean Score 3.45
70
Research Question 5. Is there a significant difference between teachers and
principals on the perceived impact of leadership roles on school improvement?
Independent samples t-tests indicated there was a significant difference between
the overall mean score of the principals and the overall mean score of the teachers on the
perceived impact of teacher leadership roles on school improvement. The mean scores for
the principals was 3.7010 (SD = .19052), while the mean score for the teachers was
3.4530 (SD = .17563). Equal variances were assumed for each test. The test showed
significant difference between the two groups, t(18) = 3.027, p = .007, as reported in
Table 10.
Table 10
Comparison of Perceived Impact of Teacher Leadership Roles on School Improvement
Group N Mean Standard Std. Error t df Sig. (2-
Deviation of Mean tailed)
Principal 10 3.7010 .19052 .06025 3.027 18 .007
Teacher 10 3.4530 .17563 .05554 3.027 17.882 .007
Research Question 6. What encourages and discourages teacher to be leaders?
Data provided by the open ended survey questions allowed the researcher to
analyze responses as to what encourages and discourages teacher to be teacher leaders.
Of the fifteen principals who responded to the survey, thirteen of them (87%) took the
71
time to answer the open ended questions. Four of the thirteen principals indicated a type
of intrinsic value as what encourages teacher leadership. “Pride in sharing new and
innovative ideas with fellow colleagues” was a comment from one principal. Another
principal responded with “Desire to help students and the entire building”. Of the
remaining nine principals who responded to the question, six believed the main source of
encouragement came from the administration of the district. “Administrative teams that
recognize and praise the teachers for going above and beyond their regular duties, and
establishing special collaboration time for teachers” was a statement from one principal.
Encouragement from other colleagues and students and families were also noted in the
responses.
When responding to what discourages teachers from being teacher leaders, the
general consensus of the principals was time issues. One principal declared:
I believe that most teachers want to be leaders, but the time commitment involved
for a teacher to be a true teacher leader is overwhelming. Not only do they have to
prepare and teach their regular classes, but they have to be allowed extra time to
collaborate with their colleagues also.
Another principal noted “some teachers hesitate to be gone from their classrooms for
special collaboration time”. Still another principal answered “Lack of time and resources”
as the reason for discouragement of teachers stepping into the leadership role.
Although responses from the teachers varied, a common theme was detected in
the answers. A total of 93% of the teachers surveyed answered the open ended questions.
Of those responses, the theme in the answers of 54% was encouragement to step into the
role of teacher leader comes from intrinsic values. The responses ranged from as simple
72
as “inner desire” from one teacher, to “their inner desire to be the best instructor for all
students, not just the students in their classroom, and a desire to share” from another
teacher. Similar feelings were expressed by another teacher who responded with “inner
pride in their work and the great things they can do to help students’ achieve”. The
remaining 46% of the teachers believed it was extrinsic means, ranging from
administration to stipends, which motivate teachers to be leaders. One answered “Teacher
leaders are encouraged by the principal. When the principal allows time and opportunity
for the teacher to share, and gives recognition to that leader, that is when teachers feel
encouraged”.
Similar to the responses of the principals, the majority of the teachers believed
that the time commitment involved in being a teacher leader was the main hindrance of
the role. Several of these teachers mentioned not only the time commitment involved
with collaborating with fellow colleagues, but also the time this would take away from
their family. Also mentioned was the attitude of fellow colleagues. One teacher reflected
that what discourages teacher from stepping into teacher leadership positions is “the view
of other teachers if there is not a title involved”. Yet another teacher stated “disinterest
and negativity from other teachers”. Principals and district administrators were also
mentioned as things that discourage teacher leadership.
Statement of Research Hypotheses
Research Hypothesis 1. There is no statistically significant difference in how
principals and teachers perceive teachers’ involvement in teacher leadership roles.
73
Based on the analysis and the data presented in Table 4, this hypothesis is rejected
at the .05 level of significance. Significant differences were found in how principals and
teachers perceive teachers’ involvement in teacher leadership roles.
Research Hypothesis 2. There is no statistically significant difference in the rating
of involvement by teachers compared to the rating of how involved they would like to be
in teacher leadership roles.
Based on the analysis and data presented in Tables 6 and 7, this hypothesis is
rejected at the .05 level of significance. Statistical differences were found in the mean
statistics for the rating of involvement compared to the rating of how involved teachers
would like to be in teacher leadership roles.
Research Hypothesis 3. There is no statistically significant difference between
teachers and principals on the perceived impact of teacher leadership roles on school
improvement.
Based on the analysis and data presented in Table 10, this hypothesis is rejected at
the .05 level of significance. Statistical differences were found in the mean statistics for
Summary
Analysis of the data collected from the Teacher Leadership Roles Survey
provided findings for the research questions. From the data, significant differences
between perceptions of teachers and principals in regard to teacher leadership roles and
the impact of those roles on school improvement were noted. Mean scores from the
teachers indicated statistical differences between the involvement levels of the teachers
compared to how involved they wished to be. In the final chapter, an overview of the
74
design and procedures employed for this study are described. A discussion of the findings
of the study with limitations and design control are included. In addition, implications for
practice and recommendations for further research are presented.
75
CHAPTER FIVE
FINDINGS, RECOMMENDATIONS, CONCLUSIONS
Introduction
The researcher investigated the perceptions of teachers and principals in regard to
teacher leadership roles and the impact these roles have on school improvement.
Differences between the points of view of the principals and of the teachers were
examined. The overall interest of the teachers stepping into leadership positions was
identified, along with ways teachers are encouraged or discouraged from taking on this
challenge. In addition, the extent to which principals and teachers believe teacher leaders
impact overall school improvement was explored. Provided in this chapter are the
purpose of the study and the design and procedures employed throughout the study.
Findings and limitations are also discussed, along with implications for practice and
recommendations for future research.
Purpose of the Study
The purpose of this study was three fold. First the researcher strived to gain a
better understanding of perceptions of teacher leadership roles from the point of view of
teacher and of principal and any differences that may occur between the two positions.
Secondly, the study examined the overall interest of the teachers stepping into a teacher
leadership position and ways they are encouraged or discouraged to take on this
believe the teacher leadership roles lead to overall school improvement. Research
questions were formulated to gather data concerning the value of teacher leadership for
76
school structures, administrators, fellow teachers, and students (Anderson & Crowther,
2002; Barth, 2001; Birky et al. 2006; Danielson, 2006).
The rationale of the study emerged from an examination of the research literature
on teacher leadership and school improvement. A review of relevant literature revealed
the importance of the interactions between teachers and principals and how they both
work in leadership positions moving toward school improvement. Influence from teacher
leaders is not contained within the confines of classrooms, but extends to include all
those impacted by innovative leadership skills recognizing ways to improve schools
(Andrews & Crowther, 2002; Childs-Bowen, et al., 2000; Danielson, 2006). By
promoting teacher leadership roles, teachers themselves become more active learners,
students learn by being dynamic participants of a community of learners, and schools
benefit from better decisions (Barth, 2001). However, the role of teacher leaders is
seldom effective without the support and encouragement of administrators (Birky, et al.,
2006). Subsequently, researchers (Andrews & Crowther; Barth; Danielson; Durrant &
Holden, 2006) agreed that constructing teacher leadership in schools is vitally important,
but equally significant is the idea that in order for teacher leadership to flourish,
principals must be prepared to step into a different type of leadership position (Copland,
2001). Although research supported the use of teacher leadership to promote lasting
school improvement, little research has been conducted to gain a better understanding of
the overall concept of teacher leaders from the perspective of the principals and teachers.
The major focus of this study was to gain a better understanding of the
perceptions of teacher leadership roles from the point of view of the principals and
teachers and the perceived impact such roles have on lasting school improvement. The
77
researcher also sought to discover overall interest of teachers stepping into leadership
positions and ways they are encouraged or discouraged from taking on this challenge.
The research questions guiding this study were as follows:
compared to the ratings of how involved they would like to be in teacher
leadership roles?
The following null hypotheses were evaluated in an effort to answer the
aforementioned research questions:
teachers compared to the rating of how involved they would like to be in teacher
leadership roles.
3. There is no statistically significant difference between teachers and principals on
78
Design and Procedures
A mixed-methods research design was chosen for this study to combine
qualitative research, where the main goal of the researcher is developing and discovering
theory to explain their data (Maxwell, 2004); and quantitative research, where the
researcher uses statistical procedures to discover correlations and relationships that may
offer theories (Maxwell), thus enabling the data to be examined in various ways. The data
collection method employed was a survey, administered to principals (n=15) and teachers
(n=96). The survey questionnaire was developed by the researcher and pilot tested and
retested by a group of administrators and teachers familiar with teacher leadership.
Results were used to analyze individual survey questions for reliability as well as the test
as a whole. The survey contained two sections for principals and three sections for the
teachers. A four-point Likert-type scale was used ranging from Always (4) to Never (1)
on the first sections and Strongly Agree (4) to Disagree (1) on the last section. Two open-
ended questions were included in the surveys, which added the qualitative dimension.
One optional open-ended question was included at the end of the survey to allow
respondents to add any addition comments. Each survey took less than ten minutes to
complete. Data were analyzed using SPSS 11.0. To determine if there were significant
differences between perceptions of principals and teachers in regard to teacher leadership
roles or impact of such roles on school improvement, t-tests for independents means were
conducted. A paired t-test was used to determine if there were significant differences
between the ratings of teachers’ involvement in teacher leadership roles compared to the
ratings of how involved they would like to be. Mean scores for each of the statements
were examined to determine the strength of the beliefs.
79
Findings of the Study
Fifteen principals and ninety-six teachers participated in the study by completing
and returning useable Teacher Leadership Roles Surveys. The data from the surveys
identified significant differences in three separate areas: perceptions in how principals
and teachers perceive teachers’ involvement in teacher leadership roles, rating of
involvement by teachers compared to the rating of how involved they would like to be in
teacher leadership roles, and differences between principals and teachers in the perceived
impact of teacher leadership roles on school improvement. Data gathered through the
open-ended questions added insight as to what encourages and what discourages teachers
from stepping into the role of teacher leader.
Research questions one through six each addressed aspects of teacher leadership
roles, from the point of view of the principals and teachers. Research question one
focused on the perceptions of principals and teachers in regard to teacher leadership roles.
Principals and teachers rated the involvement levels of ten statements pertaining to roles
of teacher leaders. Data indicated overall the principals’ perceived participation of
teacher leadership within their building as more active than the perceptions of the
teachers. Mean scores of the principals averaged within the Often (3) range while the
mean scores of the teachers averaged within the Seldom (2) range. Although given the
opportunity to write in any additional roles within their building, no one took the
opportunity to do so.
Research question two revolved around comparing how active the teachers would
like to be in those same ten statements regarding teacher leadership roles. Survey data
indicated the teachers participating in the study would like to have more responsibility in
80
all ten areas when it comes to teacher leadership roles. In two areas, selecting new
teachers and selecting new administrators, teachers indicated they Never (1) were part of
this, but they would Often (3) like to be. When it came to setting promotion and retention
policies, the teachers perceived they Seldom (2) were involved in this role, but Often (3)
would like to be. Although the mean scores on some of the statements fell within a
comparable range, overall the mean scores suggested teachers would like to be more
involved.
Research question three and four concentrated on the perceived impact the
principals and the teachers believe teacher leadership has on school improvement. Mean
scores enabled the researcher to list the statements in order of highest to lowest for both
principals and teachers, thus comparing how the statements ranked on each list.
Principals ranked eight of the ten concepts listed as Strongly Agree (3) as compared to
teachers rankings of only five concepts in that same range. Overall, principals rated the
impact of the ten statements regarding school improvement as Strongly Agree (3)
whereas the impact rating of the teachers was Somewhat Agree (2).
Research question five was directed toward comparing the perceptions of the
principals and the teachers in regard to impact of teacher leadership roles on school
improvement. Data supported the fact that there was a significant difference.
Research question six allowed the researcher the opportunity to analyze responses
to the open-ended questions posed to principals and teachers as to what encourages and
discourages teachers to be leaders. These responses varied, but a common theme was
found within the answers. When it comes to encouragement, both groups mentioned
varieties of reasons, but the researcher developed two categories for which all answers
81
were categorized: intrinsic or extrinsic motivators. Data indicated that the majority of
principals expressed extrinsic reasons as the motivation behind teacher leaders, while the
majority of the teachers expressed it was intrinsic values that motivated teachers to step
into the leadership role. Time commitment was found to be the main issue from both
principals and teachers that discouraged teachers from taking on the role of teacher
leader.
Discussion of the Findings
One purpose of research employing mixed-method design was to promote the
integration of qualitative research, where the researcher’s main goal is developing and
discovering theory to explain their data (Maxwell, 2004) with quantitative research,
where the researcher uses statistical procedures to discover correlations and relationships
that may offer theories (Maxwell). The quantitative portions of the survey allowed the
researcher the opportunity to analyze data to determine whether the findings reflect “true
effects” (Shaffer & Serlin, 2004) whereas the qualitative portion allowed the researcher
the chance to explain how and why (Seidman, 2006). The data described in this research
provided insight into the perceptions of principals and teachers in regard to teacher
leadership roles and the impact such roles have on school improvement. In this section,
links between the findings of the study and pertinent research were made to explicitly
help the reader understand the importance of teacher leadership.
The perceptions of the principals within the Midwestern state included in this
study rate higher than the perceptions of the teachers when it comes to teacher leadership
roles, according to data collected throughout this investigation. Additionally, the data
indicated that principals place more emphasis on the role of teacher leaders and the
82
impact it has on school improvement than the teachers. Researchers (Andrews &
Crowther, 2002; Barth, 2001; Danielson, 2006; Durrant & Holden, 2006) agreed that
constructing teacher leadership in schools is vitally important, but equally significant is
the idea that in order for teacher leadership to flourish, principals must be prepared to
step into a different type of leadership position (Copland, 2001). Data from this
investigation indicated the principals believed their leadership position was allowing
teachers to be active in leadership roles. Subsequently the responses from the teachers,
when compared to responses of principals, showed they did not believe they were as
active as the principals perceived them to be. Teacher leadership is enhanced by leaders
who establish collegial structures that facilitate dialogue and the development of the
teachers’ voice as a means for developing school goals and visions (Anderson, 2004;
Danielson; Moller & Pankake, 2006). Teachers are an essential part of school
improvement and must assume ownership for the success of the students. For teacher
leadership to be successful, both the principals and the teachers must understand and
value the importance of the position, and continually strive to communicate the needs of
both positions to make them equally successful.
One of the keys to successful implementation of teacher leadership was the
principal must understand the importance of creating a culture where “the followers feel
trust, admiration, loyalty, and respect toward the leader, and they are motivated to do
more than they originally expected to do” (Yukl, 2006, p. 262). The quantitative data
from this research demonstrated the importance of the principals creating such a culture.
The responses from the teachers indicated a desire and willingness to be more active in
teacher leadership positions. In all the areas listed, the teachers expressed they could be
83
and would like to be more involved in decisions and various activities within the
building. Teachers must be motivated and interested to make necessary changes that will
foster school improvement.
Intrinsic values of the teachers were identified as key aspects for encouraging
teachers to step into the role of teacher leader. Teachers reported they were motivated by
their inner desire and sense of gratification when they shared their talents and abilities
with their colleagues and their students. By allowing teachers the power of becoming a
teacher leader on their own, their morale and sense of self value is heightened, thus
motivating them intrinsically. True teacher leaders do not wait to be appointed before
they offer their expertise, credibility, and influence to others in order to impact the
educational experience of all (Hatch, et al., 2005). Although similar ideas were mirrored
by the principals, the intrinsic motivators appeared more important to the teachers.
The lack of necessary time to successfully implement the position of teacher
leader was evident through the information gleaned from the data. This lack of time was
noted as a reason teachers are discouraged from stepping into leadership positions.
Responses varied in details, but overall the teachers were discouraged from becoming
teacher leaders because of the time commitment that takes them from their classroom and
families. Although one principal cited the time commitment as a positive, more
statements were made reflecting the negative aspect of the time commitment.
Data from this study indicated that teachers recognized principals and district
administration as factors that either encouraged or discouraged teachers from stepping
into the role of teacher leadership. Research from the literature review supported the
critical importance of the role of the principal in relation to teacher leadership and school
84
improvement (Andrews & Crowther, 2002). Various times teachers specifically
mentioned principals as a discouraging factor, while other times district administration
was mentioned. It was not clear to the researcher whether the two positions mentioned
were referring to the same position or a different one. Interestingly, none of the principals
that participated in the study mentioned principals or district administration as a reason
for teachers to be discouraged from the role of teacher leader.
Limitations and Design Control
As with other research investigations, there were several limitations to the study,
however, steps were taken to minimize the effects of the limitations. The researcher
received guidance and supervision from experienced researchers throughout the study
and integrated their feedback into the study design. The following limitations were
recognized by the researcher for this study:
1. The study sample was limited to a geographic region within one Midwest state.
The researcher assumed the sample chosen for this study was representative of
schools throughout that state.
2. The validity of the quantitative data was limited by the degree of reliability and
validity of the survey instrument.
3. It was assumed that participants were forthright in their responses and interpreted
the survey instruments in the way in which they were intended.
4. This study was limited by the extent of experience the researcher possessed in
survey and interview skills.
To minimize the limitations of the study being geographically limited to one
Midwest state, all public school districts were first categorized according to their 2008-
85
2009 student enrollment as reported by the Department of Elementary and Secondary
Education (DESE). The categories used were large districts, mid-sized districts, and small
districts. Seven districts were then randomly chosen within each category. Letters of
consent were mailed to the superintendents of the randomly chosen districts, soliciting
permission for participation in the study.
In the attempt to gain permission from a total of five districts within each
category, emails and letters were sent to superintendents requesting permission for a
principal and teachers within that building of the principal to participate in the
investigation. The correspondence also requested a recommendation from the
superintendent of a principal within their district who encourages and promotes teacher
leadership within their building. This provided purposeful sampling (Merriam, 1998) for
the study, thus enhancing the data collection. Additional information was requested from
one large district, and two other superintendents declined involvement in the study.
Additional permission letters were sent to the other superintendents until a total of fifteen
principals and their schools were established. Once the district administrators gave their
approval, electronic consent forms and surveys were sent to the suggested principals. If
the principals did not respond to the survey within a five day time period, the survey was
resent, along with a follow-up phone call to answer any additional questions. Once the
survey was collected from the principal, a link to the electronic consent forms and
surveys for the teachers was sent to the principal, requesting them to forward the link to
all classroom teachers within their building. By sending the electronic survey to the
principal, the researcher was able to bypass district technology filtration systems. A total
86
of fifteen principal surveys and ninety-six teacher surveys were thus available for use in
the data analysis phase of the study.
To improve the reliability and validity of the researcher-created survey, a pilot
test and retest was taken by a small population of administrators and teachers familiar
with the concept of teacher leadership. No modifications were deemed necessary based
on the feedback provided from the pilot participants and results of the statistical analysis.
Assurances of confidentiality and anonymity were included in the consent forms,
along with the guarantee that participants could stop their participation at any point in the
study. The purpose of this practice was to encourage honest and accurate answers from
the participants.
Implications for Practice
The findings have direct implications as identified and described for school
districts, district administration, building principals, and teachers. Implications for
practice were identified and described in the paragraphs below.
One of the most critical aspects of increasing teacher leadership is communication
between the principals and the teachers. The differences in the perceptions between the
principals and the teachers revealed in the data indicated a necessity for both positions to
have opportunities to collaborate and design ways they could move toward a common
goal. Principals need to understand how to cultivate teacher leaders and teachers need to
discover how to step into informal teacher leadership roles. By opening lines of
dialogues, expectations could be established from both points of view, enabling teachers
and principals alike to understand the role of teacher leader and work toward successful
implementation of the position.
87
Teachers willing to become teacher leaders need opportunities to build networks,
collaborate with fellow teachers, and focus on continuous learning to enhance student
achievement. Such opportunities could be facilitated through principals at building levels,
administrators at district levels, or even regional settings, but careful planning needs to
done to limit the time such activities take away for the classroom time of the teacher. By
establishing such opportunities for participation, teachers move forward in their teacher
leadership roles, developing commitments toward common goals, and motivating
themselves to have improved performance in their classrooms.
According to the data analyzed for this research, it is important for principals to
understand how to cultivate teacher leaders. Principals need to be aware of the desires
and efforts of teachers to move into the role of teacher leadership and be ready to help
transform such leadership opportunities in their schools. The managerial-style leadership
of the past is often ineffective in bringing about such important and necessary changes.
Instead principals need to be ready to embrace, encourage, and support innovation and
creativity from the part of their teachers and be prepared to celebrate innovation and
teacher expertise.
Universities need to make changes in their programs to reflect the needs of the
various leadership positions of today. Principals must have the instructional background
to enable them to establish a system of shared leadership within their building. Many
university programs have not adapted to the changing needs of future administrators.
Recommendations for Future Research
Gaining a better understanding about the role of teacher leaders is key to
effectively leading schools of tomorrow through the reform efforts necessary to meet
88
state and federal accountability standards. Research pointed to the concepts of both
principal leadership and teacher leadership as important factors in creating lasting change
and school improvement. Questions should be raised to determine how higher education
is preparing both of these positions to move forward with this important concept. Are
principals being trained to foster teacher leadership positions? Does the instruction for
new teachers include information as to what it takes to become a successful leader?
Research should be conducted to determine the preparedness of these two leadership
positions as they emerge from formal training programs.
Effective leadership that promotes teacher leadership communities is currently in
place within school districts across the state. Research should be conducted to analyze
such programs that have realized positive results. Questions should be raised to determine
the characteristics of such effective leadership. Identification of effective communities
should then lead to research regarding how these programs could be replicated on a larger
scale across the state.
This research was restricted to building level principals and teachers within those
individual buildings. Would research conducted involving an entire school district with
multiple buildings have the same results? Does the capacity for leadership opportunities
of district administration have an effect on the ability of individual principals as they
strive to promote a building culture conducive to teacher leadership? Research should be
conducted to determine if leadership styles of district administration have an effect on the
leadership styles of individual principals.
Further research should also be conducted to compare actual student achievement
data from schools where active participation in teacher leadership is in place. Would
89
comparisons of actual student achievement data lead us to determine the effectiveness
teacher leadership? How many years of active teacher leadership should a building have
prior to data being impacted by such leadership? Does the number of active teacher
leaders play a part in the overall effectiveness of teacher leadership?
Summary
The purpose of this study was to gain a better understanding of perceptions of
teacher leadership roles from the point of view of principals and teachers, and to examine
the perceived impact such roles have on overall school improvement. The study also
examined the overall interest of the teachers stepping into a teacher leadership positions
and ways they are encouraged or discouraged to take on this challenge. Significant
differences were found between the perceptions of the principals and the teachers in all
areas. The perceptions of the principals included in this study rate higher than the
perceptions of the teachers when it comes to teacher leadership roles, according to data
collected throughout this investigation. Additionally, the data indicated that principals
place more emphasis on the role of teacher leaders and the impact the role has on school
improvement than the teachers. Survey data indicated the teachers participating in the
study wish to have more responsibility when it comes to teacher leadership roles. Data
from the open-ended questions concerning what encourages or discourages teachers from
becoming teacher leaders provided a deeper insight into challenges of the position.
The findings of the study raise concern that communication between the
principals and the teachers is not fully implemented. If both positions are to be successful
in their leadership capabilities, a mutual understanding as to the expectations for both
positions need to be established. Effective teacher leadership should include opportunities
90
for collaboration and networking to sustain lasting school improvement. Therefore, it is
imperative that the principals understand how to cultivate such teacher leaders.
91
References
Anderson, K. D. (2004). The nature of teacher leadership in schools as reciprocal
influences between teacher leaders and principals. School Effectiveness and
School Improvement 15(1), 97-113.
Andrews, D. & Crowther, F. (2002). Parallel leadership: A clue to the contents of the
“black box” of school reform. The International Journal of Educational
Management 16(4), 152-159.
Ash, R. C. & Persall, J. M. (2000, May). The principal as chief learning officer:
Developing teacher leaders. NASSP Bulletin, 15-22.
Barth, R. (2001). Learning by heart. San Francisco: Jossey-Bass
Berry, B., Johnson, D., & Montgomery, D. (2005, Feb.). The power of teacher leadership.
Educational Leadership, p. 56-60.
Birky, V. D., Shelton, M. & Headley, S. (2006). An administrator’s challenge:
Encouraging teachers to be leaders. NASSP Bulletin, 90(2), 87-101.
Bogdan R. C., & Biklen, S. K. (2003). Qualitative research for education. Boston, MA:
Allyn & Bacon.
Bolman, L. G., & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and
leadership (3rd ed.). San Francisco: Jossey-Bass.
Bruffee, K. A. (1999). Collaborative learning: Higher education, interdependence, and
the authority of knowledge (2nd Ed.), Baltimore: The Johns Hopkins Press.
Bryk, A. S. & Schneider, B. (2002). Trust in schools: A core resource for improvement.
New York: Russell Sage Foundation.
92
Cherry, A. L. (2000). A research primer for the helping professions: Methods, statistics,
and writing. Belmont, CA: Wadsworth, Brooks/Cole.
Childs-Bowen, D., Moller, G., & Scrivner, J. (2000, May). Principals: Leaders of leaders.
NASSP Bulletin, p. 27-34.
Chirichello, M. (2004). Collective leadership: Reinventing the principalship. Kappa
Delta Pi Record 40(3), p. 119-23.
Copland, M. A. (2001). The myth of the superprincipal. Phi Delta Kappan, 82(7), p. 528-
533.
Daggett, W. D. (2005). “Successful schools: From research to action plan”. Available at
http://www.daggett.com.
Davies, B. (2005). The essentials of school leadership. Thousand Oaks, CA:Sage.
Danielson, C. (2006). Teacher leadership: That strengthens professional practice.
Alexandria, VA: ASCD.
Durrant, J. & Holden, G. (2006). Teachers leading change: Doing research for school
improvement. Thousand Oaks, CA: Sage.
Eilers, A. M. & Camacho, A. (2007). School culture change in the making: Leadership
factors that matter. Urban Education 42(6), 616-637.
Elementary and Secondary Education Act of 1965, Pub. L. No. 89-10, 79 Stat. 27.
(1965).
Elmore, R. F. (2000). Building a new structure for school leadership. New York: The
Albert Shanker Institute. Available:
http://www.shankerinstitute.org/education.html
93
Field, A. (2005). Discovering statistics using SPSS. Thousand Oaks, CA: Sage
Publications.
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in
education (5th edition). Boston, MA. McGraw-Hill.
Fullan, M., Hill, P., & Crevola, C. (2006). Breakthrough. Thousand Oaks, CA: Sage
Publications.
Gay, L. R. (1996). Educational research: Competencies for analysis and application (5th
ed.). Englewood Cliffs, New Jersey: Prentice-Hall.
Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational
Management and Administration 28(3), 317-338.
Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership.
School Leadership and Management, 26(4), 371-395.
Harris, A. (2005). Distributed leadership. In Davies, B. (Ed), The essentials of school
leadership (pp. 160-172). Thousand Oaks, CA: SAGE.
Hatch, T., White, M., & Faigenbaum, D. (2005). Expertise, credibility, and influence:
How teachers can influence policy, advance research, and improve performance.
Teachers College Record, 107(5), 1004-1035.
Heppner, P. P., & Heppner, M. J. (2004). Writing and publishing your thesis,
dissertation, and research. Belmont, CA: Brooks/Cole-Thomson Learning.
Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers
develop as leaders. Thousand Oaks, CA: Corwin Press.
Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria,
VA: Association for Supervision and Curriculum Development.
94
Lambert, L. (2006). Lasting leadership: A study of high leadership capacity schools.
Educational Forum 70(3), 238-254.
Leithwood, K., Jantzi, D., Earl, L., Watson, N., Levin, B., & Fullan, M. (2004). Strategic
leadership for large-scale reform: The case of England’s national literacy and
numeracy strategy. School Leadership & Management, 24(1), 57-79.
Lieberman, A. & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69(2),
151-162.
Mangin, M. M. (2007). Facilitating elementary principals’ support for instructional
teacher leadership. Educational Administration Quarterly 43(3), 319-357.
Marks, H. M. & Printy, S. M. (2003). Principal leadership and school performance: An
integration of transformational and instructional leadership. Educational
Administration Quarterly 39(3), 370-397.
Maxwell, J. (2004, March). Causal explanations, qualitative research, and scientific
inquiry in education. Educational Researcher, 33(2), 3-11.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school:
Strategies for increasing student motivation and achievement. San Francisco:
Jossey-Bass.
Merriam, S. (1998). Qualitative research and case study applications in education.
San Francisco, CA: Jossey-Bass.
Moller, G. & Pankake, A. (2006). Lead with me: A principal’s guide to teacher
leadership. New York:Eye on Education.
Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in
the UK. Teaching and Teacher Education, 22, 961-972.
95
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
Nonaka, I., & Takeuchi, H. (1995). The knowledge-creating company. New York: The
Oxford University Press.
Onwuegbuzie, A. J. (2002). Why can’t we all get along? Towards a framework for
unifying research paradigms. Education, 122(3), 518-530.
Patterson, J & Patterson, J. (2004). Sharing the lead. Educational Leadership 61(7), 74-
78.
Schein, E. H. (2000). Sense and nonsense about culture and climate. In N.M. Ashkanasy,
C.P.M. Wilderom, & M.F. Peterson (Eds.), Handbook of Organizational Culture
& Climate (pp. xxiii-xxx). Thousand Oaks, CA: Sage Publications.
Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in
education and social sciences. New York, NY: Teachers College Press.
Senge, P. M. (1990). The leader’s new work: Building learning organizations. Sloan
Management Review, 32(1), 7-23.
Sergiovanni, T. J. (2000). The lifeworld of leadership: Creating culture, community, and
personal meaning in our schools. San Francisco, CA: Josey-Bass.
Shaffer, D.W. & Serlin, S.C. (2004, December). What good are statistics that don’t
generalize? Educational Researcher, 33(9), 14-25.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking
possibilities for teacher leadership. Teachers College Record 102(4), 799-804.
Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership
practice; A distributed perspective. Journal of Curriculum Studies 36(1), 3-34.
Starratt, R. J. (1995). Leaders with vision: The quest for school renewal. Thousand Oaks,
CA: Corwin Press.
96
Thomas, R. M. & Brubaker, D. L. (2000). Theses and dissertations: A guide to planning,
research, and writing. Westport, CT: Bergin & Garvey.
Tierney, W.G. (1988). Organizational culture in higher education: Defining the
essentials. Journal of Higher Education, 59(1), 2-21.
Treslan, D. (2006). Transformational leadership in the classroom: Any evidence?
Education Canada, 46(2), 58-62.
U.S. Department of Education. (2004). No child left behind: A toolkit for teachers.
Available at; http://www.ed.gov/teachers/nclbguide/nclb-teachers-toolkit.pdf.
Webb, P. T., Neumann, M. & Jones, L. C. (2004). Politics, school improvement, and
social justice: A triadic model of teacher leadership. The Educational Forum,
68(3), 254-262.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San
Francisco: Jossey-Bass. (Chapter 2, pp. 23-45).
Wilson, L. (2007). Great American schools: The power of culture and passion.
Educational Horizons 86(1), 35-44.
York-Barr, J. & Duke, K. (2004). What do we know about teacher leadership? Findings
from two decades of scholarship. Review of Educational Research, 74(3), 255-
316.
Youngs, P. & King, M. B. (2002). Principal leadership for professional development to
build school capacity. Educational Administration Quarterly, 38(5), 643-670.
Yukl, G. (2006). Leadership in organizations. Upper Saddle River, NJ: Pearson
Publications.
97
Appendix A
Permission Forms/Informed Consent
1. Superintendent Permission for District Participation Form
2. Informed Consent Form – Principal
3. Informed Consent Form – Teacher
98
Superintendent Permission for District Participation Form
Dear Superintendent,
As part of my dissertation research for a doctoral degree in Educational Leadership and

Policy Analysis from the University of Missouri-Columbia, I am conducting a research
study titled, Perceptions of Teachers and Principals in Regard to Teacher Leadership
and School Improvement. The focus of this study is on teacher leadership and its role in
successful school improvement. The research gathered should be helpful in providing
insight into the role of the principals in promoting teacher leadership within their
building.
For the study, a representative sample was developed by categorizing all school districts
in Missouri according to their 2008-2009 enrollment as reported by the Department of
Elementary and Secondary Education (DESE). Within each representative sample, school
sites were randomly selected. If you choose to participate, I am requesting that you
recommend just one principal within your district that you recognize as a leader that
encourages teacher leadership. I am seeking your permission as the superintendent of the
<Name Here> School District to contact that principal and the teachers within that
building for the purpose of inviting them to participate in this study.
The principal whom you recommend and the teachers within that building will be invited
to complete an on-line survey. Each survey consists of 21 items for the participant to rate
and three open-ended questions to answer. The survey should take no more than 10
minutes.
Participation in this study is completely voluntary. Participants may withdraw at any time
without penalty. Confidentiality of the schools, teachers and principals will be protected
throughout the study. Individual responses to the survey are kept confidential. Only
aggregate data will be reported in the study results. Your signature on the attached form
indicates your informed consent for your district employees to participate in the study.
If you have any questions about this research project, please feel free to contact me at
home (816) 224-9905, my office (660) 885-3620, or [email protected] or
[email protected]. You may also contact my Faculty Advisor, Dr. Barbara N. Martin,
at 660-543-8823 or [email protected]. Thank you in advance for your assistance with
this project.
Sincerely,
Nancy Akert
Doctoral Candidate
University of Missouri-Columbia
FAX (816) 224-3590
99
For the purpose of this study, teacher leadership is defined as those teachers who
continue to teach students, but also have an influence that extends beyond their own
classrooms to others within their own school and elsewhere.
Superintendent Permission for District Participation
I, _____________________________________, grant permission for the principal

recommended below and his/her staff to be contacted regarding participation in the study,
conducted by Nancy I. Akert, to gain a better understanding of the importance of teacher
leadership and the role it plays in school improvement.
By signing this permission form, I understand that the following safeguards are in place
to protect teaching staff choosing to participate:
 All responses will be used for dissertation research and potential future
publications.
 All participation is voluntary, and may be withdrawn at any point in the study
prior to submission of the survey.
 All identities will be protected in all reports of the research.
 Any consent or refusal to participate in this study will not affect the employment
of participants in any way.
Please keep the letter and a copy of the signed permission form for your records. If you
choose to grant permission for your district employees to participate in this study, please
complete this Superintendent Permission for District Participation Form and fax it to
Nancy I. Akert at 816-224-3590 as soon as possible.
Thank you
I have read the material above and any questions that I have posed have been answered to
my satisfaction. I grant permission for the principal listed below to be contacted and
invited to participate in this study.
________________________________________________ ______________________
Superintendent’s Signature Date
Recommended Principal to participate in the teacher leadership study is:
___________________________________________________
Name
__________________________________________________
Building
(Return only this page. Keep the others for your records)
100
Informed Consent Form – Principal
Dear Participant,

Policy Analysis from the University of Missouri-Columbia, I would like to extend a
personal invitation to you to participate in a research study entitled, Perceptions of
Teachers and Principals in Regard to Teacher Leadership and School Improvement. You
were recommended to me by the superintendent of your district as a true leader in your
building.
PROJECT BACKGROUND: This project involves gathering data through a survey

investigating understanding and perception of teacher leadership positions and the effect
such positions have on school improvement. The data will be collected for analysis and
may be published. You must be at least 21 years of age to participate.
PURPOSE: The purpose of this study was to gain a better understanding of the
perceptions of principals and teachers on the role of teacher leadership and the role it
plays in school improvement.
VOLUNTARY: The survey is voluntary. Participants may refuse to answer any

question or choose to withdraw from participation at any time without any penalty or loss
of benefits to which they are otherwise entitled.
BENEFITS: Your participation in this research project will enrich the information base.
A clearer understanding of the role of teacher leadership is important to principals as they
encourage teachers to step into such a position. It is also important for teachers to
understand the role of teacher leader and how if affects school improvement.
RISKS: This project does not involve any risks greater than those encountered in
everyday life.
CONFIDENTIALITY: Your confidentiality will be maintained in that a participant’s

name will not appear on the survey or in the published study itself. A code number may
be assigned so that responses may be grouped for statistical analysis. The data will only
be reported in aggregate form.
INJURY: It is not the policy of the University of Missouri to compensate human subjects
in the event the research results in injury. The University of Missouri does have medical,
professional and general liability self-insurance coverage for any injury caused by the
negligence of its faculty and staff. Within the limitations of the laws of the State of
Missouri, the University of Missouri will also provide facilities and medical attention to
subjects who suffer injuries while participating in the research projects of the University
of Missouri. In the event you suffered injury as the result of participating in this research
project, you are to immediately contact the Campus Institutional Review Board
101
Compliance Officer at (573) 882-9585 and the Risk Management Officer at (573) 882-
3735 to review the matter and provide you further information. This statement is not to
be construed as an admission of liability.
WHAT DO YOU DO? If your decision is to participate in this study, please complete
the survey. By completing the on-line survey informed consent is given
Your efforts are greatly appreciated. If you have any questions regarding the study,
please contact me at home (816) 224-9905, work (660) 885-3650, or
[email protected] or [email protected] . You may also contact my Faculty
Advisor, Dr. Barbara N. Martin, at 660-543-8823 or [email protected]. If you have
questions regarding your rights as a participant in research, please feel free to contact the
Campus Institutional Review Board at (573) 882-9585. Thank you in advance for your
assistance with this project.
Sincerely,
Nancy Akert
Doctoral Candidate, University of Missouri-Columbia FAX (816) 224-3590
102
Informed Consent Form – Teacher
Dear Participant,

Policy Analysis from the University of Missouri-Columbia, I would like to extend a
personal invitation to you to participate in a research study entitled, Perceptions of
Teachers and Principals in Regard to Teacher Leadership and School Improvement. The
focus on this study is on the role of teacher leadership and how it effects school
improvement.
PROJECT BACKGROUND: This project involves gathering data through a survey

investigating understanding and perception of teacher leadership positions and the effect
such positions have on school improvement. The data will be collected for analysis and
may be published. You must be at least 21 years of age to participate.
PURPOSE: The purpose of this study was to gain a better understanding of the
perceptions of principals and teachers on the role of teacher leadership and the role it
plays in school improvement.
VOLUNTARY: The survey is voluntary. Participants may refuse to answer any

question or choose to withdraw from participation at any time without any penalty or loss
of benefits to which they are otherwise entitled.
BENEFITS: Your participation in this research project will enrich the information base.
A clearer understanding of the role of teacher leadership is important to principals as they
encourage teachers to step into such a position. It is also important for teachers to
understand the role of teacher leader and how if affects school improvement.
RISKS: This project does not involve any risks greater than those encountered in
everyday life.
CONFIDENTIALITY: Your confidentiality will be maintained in that a participant’s

name will not appear on the survey or in the published study itself. A code number may
be assigned so that responses may be grouped for statistical analysis. The data will only
be reported in aggregate form.
INJURY: It is not the policy of the University of Missouri to compensate human subjects
in the event the research results in injury. The University of Missouri does have medical,
professional and general liability self-insurance coverage for any injury caused by the
negligence of its faculty and staff. Within the limitations of the laws of the State of
Missouri, the University of Missouri will also provide facilities and medical attention to
subjects who suffer injuries while participating in the research projects of the University
of Missouri. In the event you suffered injury as the result of participating in this research
project, you are to immediately contact the Campus Institutional Review Board
103
Compliance Officer at (573) 882-9585 and the Risk Management Officer at (573) 882-
3735 to review the matter and provide you further information. This statement is not to
be construed as an admission of liability.
WHAT DO YOU DO? If your decision is to participate in this study, please complete
the survey. By completing the on-line survey informed consent is given
Your efforts are greatly appreciated. If you have any questions regarding the study,
please contact me at home (816) 224-9905, work (660) 885-3650, or
[email protected] or [email protected] . You may also contact my Faculty
Advisor, Dr. Barbara N. Martin, at 660-543-8823 or [email protected]. If you have
questions regarding your rights as a participant in research, please feel free to contact the
Campus Institutional Review Board at (573) 882-9585. Thank you in advance for your
assistance with this project.
Sincerely,
Nancy Akert
Doctoral Candidate, University of Missouri-Columbia FAX (816) 224-3590
104
Appendix B
Survey Instruments
1. Teacher Leadership Roles – Teacher Survey
2. Teacher Leadership Roles – Principal Survey
3. Survey Permission Given
105
Teacher Leadership Roles
Teacher Survey
Demographics:
Gender: ______ Level of Education: _____________________
Years of Experience: ________ Years in Current Building: _____________
Current Grade Level Teaching: _______________________
Instructions:
Each item below describes possible teacher leadership roles. In the left column, circle the
number which describes how often you are actually involved in the leadership situation.
Then, on the right, circle the number which describes how frequently you wish to be
involved in the role. A blank space has been provided for you to write in other roles you
may have, or wish you had.
Use the following 4-point scale to rate your involvement:
4 3 2 1
Always Often Seldom Never
I am involved Leadership role: I wish to be involved

4 3 2 1 1. Choosing textbooks and instructional materials 4 3 2 1
4 3 2 1 2. Shaping the curriculum 4 3 2 1
4 3 2 1 3. Setting standards for student behavior 4 3 2 1
4 3 2 1 4. Tracking students into special classes 4 3 2 1
4 3 2 1 5. Designing staff development/in-service 4 3 2 1
4 3 2 1 6. Setting promotion and retention policies 4 3 2 1
4 3 2 1 7. Deciding school budgets 4 3 2 1
4 3 2 1 8. Evaluating teacher performance 4 3 2 1
4 3 2 1 9. Selecting new teachers 4 3 2 1
4 3 2 1 10. Selecting new administrators 4 3 2 1
4 3 2 1 11. Other: 4 3 2 1
106
Using the following 4-point scale please rate your beliefs in the following statements:
4 3 2 1
Strongly agree Somewhat agree Neutral Disagree
4 3 2 1 1. Students do better in my class because I see myself as a leader.

4 3 2 1 2. Collaboration with other teachers is important to my students’ overall
achievement.
4 3 2 1 3. Modeling leadership skills is important for my students.
4 3 2 1 4. Lasting school improvement depends on teachers stepping outside of
their traditional roles.
4 3 2 1 5. It is important for me to join with networks of other schools and
programs, both inside and outside the district, to secure feedback on my
work.
4 3 2 1 6. It is important that I express my leadership by attending to the learning
of the entire school community.
4 3 2 1 7. I work with members of the school community to establish and
implement expectations and standards
4 3 2 1 8. Our school has a clear vision and established goals.
4 3 2 1 9. Our staff works together to establish a feeling of trust not only in our
individual classrooms but in the entire building.
4 3 2 1 10. The outcomes of my students depend mainly on the atmosphere I
provide for them in the classroom.
1. What encourages teachers to be teacher leaders?
2. What discourages teachers from stepping into teacher leadership positions?
3. Is there anything else that you would like to add?
Adapted with permission from Birky, V. D., Shelton, M., & Headley, W. S. (2006). An
administrator's challenge: Encouraging teachers to be leaders. NASSP Bulletin, 90, 87-
101. (p. 98)
107
Teacher Leadership Roles
Principal Survey
Demographics:
Gender: ______ Level of Education: _____________________

Years of Experience: ________ Years in Current Building: _____________
Instructions:
Each item below describes a leadership role within your school. Circle the number which
describes how often teachers in your building participate in the described leadership
situation. A blank space has been provided for you to write in other teacher leadership
roles you promote in your school building.
.
Using the following 4-point scale to rate the involvement of your teachers:
4 3 2 1
Always Often Seldom Never
They are involved Leadership role:

4 3 2 1 1. Choosing textbooks and instructional materials
4 3 2 1 2. Shaping the curriculum
4 3 2 1 3. Setting standards for student behavior
4 3 2 1 4. Tracking students into special classes
4 3 2 1 5. Designing staff development/in-service
4 3 2 1 6. Setting promotion and retention policies
4 3 2 1 7. Deciding school budgets
4 3 2 1 8. Evaluating teacher performance
4 3 2 1 9. Selecting new teachers
4 3 2 1 10. Selecting new administrators
4 3 2 1 11. Other:
108
Using the following 4-point scale please rate your beliefs in the following statements:
4 3 2 1
Strongly agree Somewhat agree Neutral Disagree
4 3 2 1 1. Students do better in classrooms that have teachers that view

themselves as leaders.
4 3 2 1 2. Teachers collaborating together is important to students’ overall
achievement.
4 3 2 1 3. Teachers which model leadership skills are important for students.
4 3 2 1 4. Lasting school improvement depends on teachers stepping outside of
their traditional roles.
4 3 2 1 5. It is important for teachers to join with networks of other schools and
programs, both inside and outside the district, to secure feedback on their
work.
4 3 2 1 6. It is important that teachers express their leadership by attending to the
learning of the entire school community.
4 3 2 1 7. Teachers should work with members of the school community to
establish and implement expectations and standards
4 3 2 1 8. Our school has a clear vision and established goals.
4 3 2 1 9. Our staff works together to establish a feeling of trust not only in the
individual classrooms but in the entire building.
4 3 2 1 10. The outcomes of students depend mainly on the atmosphere provided
for them in the classroom.
1. What encourages teachers to be teacher leaders?
2. What discourages teachers from stepping into teacher leadership positions?
3. Is there anything else that you would like to add?
Adapted with permission from Birky, V. D., Shelton, M., & Headley, W. S. (2006). An
administrator's challenge: Encouraging teachers to be leaders. NASSP Bulletin, 90,
87-101. (p. 98)
109
Survey Permission
110
VITA
Nancy I. Akert was born on December 30, 1959, in Benkelman, Nebraska, the
daughter of Earl and Ilene Erdman. She attended Haigler Public School, graduating in
May, 1978. She received a B.S. in Elementary Education (1998) and an M.S. Ed in
Educational Administration (2002) both from University of Central Missouri (then
known as Central Missouri State University). As part of the University of Missouri-
Columbia statewide cohort program, she completed the Ed.E. in Educational Leadership
and Policy Analysis (2009). She is married to J. R. Akert of Alliance, Nebraska and they
have two children, Robby and Megan. Dr. Akert is presently the Superintendent at
Shawnee R-III School District.
111

Research

Uploaded by

Copyright:

Available Formats

Research

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Research

Uploaded by

Copyright:

Available Formats

THE PERCEPTIONS OF TEACHERS AND PRINCIPALS IN REGARD TO

TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT

Dr. Barbara Martin, Dissertation Supervisor

THE PERCEPTIONS OF TEACHERS AND PRINCIPALS IN REGARD TO

TEACHER LEADERSHIP AND SCHOOL IMPROVEMENT

Presented by NANCY ILENE AKERT a candidate for the degree of DOCTOR OF

EDUCATION and herby certify that in their opinion it is worthy of acceptance.

Dr. Barbara Martin, Major Advisor

Dr. Sandy Hutchinson

Dr. Linda Bigby

Dr. Doug Thomas

Dr. Mike Jinks

The greatest appreciation and sharing of this milestone goes to my family.

time and assistance.

know that I appreciate each and everyone of you.

CHAPTER ONE ..................................................................................................................1

INTRODUCTION TO THE STUDY ..............................................................................1

Conceptual Underpinnings of the Study ......................................................................5

School Improvement ............................................................................................... 5

Teacher Leadership ................................................................................................. 6

Principal Leadership ............................................................................................... 7

Statement of the Problem .............................................................................................7

Purpose of the Study ....................................................................................................8

Definition of Key Terms ..............................................................................................9

Research Questions ....................................................................................................11

Null Hypothesis .........................................................................................................12

Limitations and Assumptions ....................................................................................13

Design Controls .........................................................................................................13

CHAPTER TWO ...............................................................................................................17

LITERATURE REVIEW ..............................................................................................17

School Improvement ..................................................................................................18

School Culture ...................................................................................................... 22

Concept of Teacher Leadership ............................................................................ 23

Development of Teacher Leadership .................................................................... 26

Importance of Teacher Leadership ....................................................................... 27

Challenges of Teacher Leadership ........................................................................ 30

Principal Leadership ..................................................................................................32

Changes to Expectations of Principal Leadership ................................................ 32

Concept of Principal Leadership ........................................................................... 34

Connections between teacher leadership and principal leadership ....................... 37

CHAPTER THREE ...........................................................................................................41

RESEARCH DESIGN AND METHODOLOGY .........................................................41

Problem and Purpose Overview .................................................................................42

Research Questions ....................................................................................................43

Null Hypotheses .........................................................................................................43

Rationale for Using Mixed-Method Design...............................................................44

Population and Sample ..............................................................................................45

Data Collection and Instrumentation .........................................................................47

Data Analysis .............................................................................................................49

Researcher’s Biases and Assumptions .......................................................................51

CHAPTER FOUR ..............................................................................................................53

Data Analysis .............................................................................................................56

Research Questions: Analysis of Data .......................................................................62

Research Question 1 ............................................................................................. 62

Research Question 2 ............................................................................................. 66

Research Question 3 and 4 .................................................................................... 69

Research Question 5 ............................................................................................. 71

Research Question 6 ............................................................................................. 71

Statement of Research Hypotheses ............................................................................73

Research Hypothesis 1. ......................................................................................... 73