Contextual influence on formal and informal teacher leadership

Abstract

Using the 2013 Teaching and Learning International Survey data, this research employed descriptive analysis and multiple logistic regression with the complex survey data analysis approach (resampling with Balanced Repeated Replicate weights), in order to reveal the variations in overall informal and formal teacher leadership, and for different leadership dimensions, respectively, as well as the contextual influence on teacher leadership. The results suggest that there exist significant variations between general informal and formal teacher leadership, and for each of the leadership dimensions internationally. In sum, Eastern and Nordic Europe have a greater extent of teacher leadership, compared to Asia, Latin America, and Latin Europe. There was less prevalent teacher leadership in hiring, setting teacher salary, and budget allocation in general. Formal teacher leaders often make school decisions for disciplinary policy, teacher evaluation, data analysis, and parental communication, while informal teacher leaders frequently decide on instructional content. Female, experienced, and well-educated teachers often make decisions even without positions; schools with increased minority students tend to have a greater extent of teacher leadership, while schools with disproportional poverty students have decreased teacher leadership. Using large-scale and international data, this study has provided nuanced evidence in teacher leadership with the intersection of leadership functions, positions, and contexts.