Empirical Research
Transformational Leadership Practices of Teacher Leaders
Reviewed By Gary Alger
Volume 6 - Issue 2
May 14, 2008 - 9:29:28 AM

Dispersing leadership to teachers has been widely advocated because of the increasing demands on schools to be accountable for improvements in student learning. This study described the transformational leadership practices of 88 teacher leaders and compared their self-reported perceptions with those of their principals. Findings indicated that a relative strength of the teacher leaders was challenging the status quo within their schools and promoting innovative practices, an important leadership behavior to accomplish school improvement initiatives in order to meet adequate yearly progress (AYP) as required by the No Child Left Behind legislation. A relative weakness was recognizing individual achievements and celebrating successful accomplishment of school goals. Overall, the principals rated the teacher leaders above average for most transformational leadership practices, but the teacher leaders perceived themselves to be only average. These significant differences suggested that principals were overestimating the frequency with which teacher leaders were actually engaging in transformational leadership practices. Findings also indicated that personal variables of the teacher leaders were more predictive of the teachers’ ratings than the principals’ ratings, with educational level, age and years of experience as significant predictors. The results have implications for the professional development and support of teacher leaders.