Teacher Leadership

Paper Summary:

The paper examines how, in the past few years, the relationship between the school principal and teacher leaders has emerged as a critical relationship necessary for the continued educational success of students, their experiences and the teaching profession. The paper discusses how this relationship has become dramatically more complex, overloaded, and unclear. The paper proposes that the problems have increased, as the role of the school principal has progressed from the principal as an instructional leader, to the principal as a transactional leader and, most recently, to the role of transformational leader. The paper further examines numerous studies on the topic that have revealed the importance of the perception of teacher leaders regarding their relationship with principals. The paper concludes that additional studies are necessary in this area to correct the perceptions of the teacher's relationship with the principal, as the perception of this relationship affects the quality of individual teacher instruction, the height of student achievement, and the overall degree of efficiency in school functioning.

Outline:
Rationale
Statement Of The Problem: What Are The Perceptions Of Teacher Leaders Regarding Their Relationship With Principals?
Bibliography

From the Paper:

"As a review of the literature in this area indicates, perceived relationships between teacher leaders and principals are closely tied to the educational success of the school overall. The general principal position involves motivating others and one way to accomplish this is through a process of sharing the decision making. In teacher - principal relationships where power is viewed as a reciprocal unit of exchange, people can become committed, significant, and competent through promoting empowerment. As teachers are the players most affected by change, empowerment enables them to identify obstacles and design strategies for dealing with change."

Sample of Sources Used:

• Bagnaschi, K. (2004). An Examination of School Leadership. Trends & Tudes, 3(5), May.
• Barnett, K & McCormick, J. (2004). Leadership and Individual Principal-Teacher Relationships in Schools. Educational Administration Quarterly, 40(3), 406-434.
• Barth, R. (1990). Improving Schools from within. San Francisco: Jossey-Bass.
• Berman, P. & McLaughlin, M. (1975). Federal Programs supporting educational Change. Santa Monica: Rand.
• Blase, J. & Blase, J. (1999). Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives. Educational Administration Quarterly, 35(3), 349-378.

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