The Role of Teacher Leaders in School Improvement through the Perceptions of Principals and Teachers

Abstract

These researchers examined the perceptions of fifteen principals and 96 classroom teachers regarding the role of teacher leadership in school improvement. The data revealed significant differences in how principals and teachers perceive teachers’ involvement in teacher leadership roles, in ratings of involvement of teachers in leadership roles when compared to the ratings of how involved they would like to be in those same roles, and how principals and teachers perceived the impact of teacher leadership roles on school improvement. Implications for practice are important to principals, teachers, and district level personnel.