Abstract
ABSTRACTThe leader identity of teachers is likely to influence their effectiveness as leaders of student learning. Although teachers may engage in the actions associated with a strong leader identity mind-set, they may not recognize themselves as leaders. We focused the research on documenting the leader identity of 652 K-12 teachers by surveying them to assess their leader identity mind-set, perceptions of leadership, and how much they identify as a leader. We used a cross-sectional survey method in which we gathered both quantitative and qualitative data. Our analysis involved qualitative and quantitative approaches. The results revealed a paradox, with less than a quarter of the teachers recognizing teachers as leaders. Yet, the participants held a strong leader identity mind-set and a positive leader identity. Our path model indicates that leader identity is predicted by leader identity mind-set, perceptions of leadership as being developmental, gender, and holding leadership positions outside the classroom.
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