Examining teacher instructional leadership within the small group dynamics of collegial groups

Abstract

For schools to succeed with students who historically have never graduated from high school, teachers will be instructional leaders. The purposes of this qualitative case study were to: (a) assess the instructional leadership of two teachers as collegial group facilitators, and (b) examine teacher mediation effects upon this leadership. Jessie, framing her leadership in guiding and supporting teacher collegiality and recruited by the principal, provided an instructional orientation within her group. Teacher mediation effects were analyzed as collegial and supportive. Danielle, interpreting her leadership in teacher–administrator dynamics and apparently not recruited by the principal, was miscast for the role of group facilitator: She exhibited little instructional leadership. Mediation effects were neutralized, largely because Danielle did not focus group interactions around instruction. Whereas previous researchers found that teacher mediation effects often countered teacher leadership, this study uncovered little evidence for this phenomenon. Facilitator practical knowledge and principal support emerged as factors influencing teacher leadership development.