What Does the Literature Say About Why Teacher Leadership Matters?

Abstract

Teacher leadership has held a place in leadership theory since the 1980s. In this chapter previous research and scholarly reviews about teacher leadership are highlighted in order to explain its distinctive features and why it still needs to be seen as a viable and attractive form of leadership. The key message throughout this chapter is the need for a different way of thinking about leadership work to enhance student learning and to view this as collective rather than the individual work of a particular leader. Case study research highlights some of the conditions that influence teacher leadership work and how issues have been addressed. Discussion is focussed on who counts as a teacher leader, where multiple categories of leadership work are revealed to show the breadth of teacher leadership. This breadth, is noted whilst being inclusive of multiple participants, at the same time lacks precision. A point taken through this chapter is the notion that leadership is about influence, not personal power over others. In this way leadership is described as a fluid space inclusive of multiple leaders to engage in leadership practices where the intent is for leadership to be distributed widely and always connected to students and their learning. It is further noted that teacher leadership is largely dependent on what those in formal positions allow and constrain by accountability and compliance agendas. This leaves little room for teachers to engage in leadership work because compliance requires a formal role which they do not possess.