Growing leadership potential in primary school teachers : the route to sustainability

Abstract

This study explores various means of growing leadership potential in primary school teachers. Central to this study is the definition of teacher leadership and a framework that outlines the main elements of the concept. Moreover, the benefits, as well as the barriers to its implementation in schools, are examined. The teachers’ willingness to assume leadership responsibilities is questioned. The research project was carried out in five Junior / Primary Schools across Nottinghamshire, England. A thirty-minute interview was conducted with four members of staff in every school. This was supplemented by observation of one staff meeting per school, as well as the distribution of a ‘Self Assessment Questionnaire’ about leadership practice. This was completed by every class teacher, resulting in a total number of fifty-three research participants. Definitions of ‘teacher leadership’ varied according to the interviewees’ formal responsibilities. There is a possible correlation between how head teachers perceive their role within the school and the degree of decision-making power given toteachers. Although it is clearly evident that not all teachers want to lead, there is no doubt that all teachers feel the need to be consulted, to be valued and to be trusted. The benefits of teacher leadership identified by participants can be divided into three categories; those affecting teachers, those affecting students and those affecting the school as a whole. The strongest barriers identified were related to classroom practice. Collaboration through networks and peer support, as well as coaching and mentoring were identified by some participants as a means of supporting the development of leadership capacity.