Teacher leadership: A process for school reform.

Abstract

The purpose of this study was to identify what background in leadership roles teachers bring to the transition from practitioner to leader, and to describe their responses to that transition. The participants included four teachers who had responsibilities other than teaching classes during the regular work day. Each of the four participants taught two or three classes and then served in a leadership role for the remainder of the day. The study is qualitative and questionnaires, interviews, and observations were used to collect data. The study found that teachers have little preparation and experience for assuming leadership positions. The findings also indicate that teachers experience frustration and conflict as a result of interacting with their colleagues. The study's final chapter presents a set of issues which are critical to consider as preservice teachers are prepared to teach and are inducted into district teaching positions.