| Summary: | Policy makers and governments are continually concentrating on school
improvement. Much of the rhetoric of current school improvement
literature focuses on the idea that effective leadership is key to achieving
sustained school improvement. This literature is usually tied up in senior
and middle management levels of leadership. Little attention is given to
the role of teacher leadership in the classroom in school improvement.
Furthermore, there is a lack of understanding of what teacher leadership
in the classroom actually looks like. Against a backdrop of organisational
theory, this study aims to unravel the fabric of teacher leadership in the
classroom and provide a conceptual model of specific characteristics
needed in effective teacher leaders. Additionally, this study will reveal the
voice of teachers and their understanding of teacher leadership in the
classroom. The model suggested can be used as a basis to improve the
quality of teacher leaders and, therefore, improve pupil progress and
impact on whole school improvement.
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