Teachers determines students’ success within the classroom. Research supports the notion that the teacher is the single greatest factor that determines students’ growth in the classroom. Effective teachers need to be leaders for their students. It is critically important that teachers possess leadership skills because it is a fundamental factor that is required to enhance the instructional quality of teachers both inside and outside the classroom. Teacher leaders possess excellent class management skills and are more capable of driving students toward academic success. In the current body of work, limited studies have focused on the impact of teacher leaders on student learning and academic success, while having leadership responsibilities inside the classroom. The purpose of this study is to explore in depth the entire concept of teacher leadership in the classroom and its relationship to student performance and achievement. The study involves a synthesis of evidence in education literature that describes the concept of teacher leadership and student performance. The findings reveal that teacher leaders, whether outside or within the classroom, are driven by the desire to improve student learning. Students taught by teacher leaders have a high probability of succeeding academically as well as other areas of growth as compared to those taught under teachers who lack leaderships within and outside the classroom.
| Published in | Education Journal (Volume 10, Issue 1) |
| DOI | 10.11648/j.edu.20211001.12 |
| Page(s) | 8-15 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2021. Published by Science Publishing Group |
Teacher Leadership, Student Achievement, Student Learning, Classroom Teacher Leadership
| [1] | Badiali, B. (2018). Teacher leadership and student learning. In J. Hunzicker, Teacher leadership in professional development schools (pp. 107-118). Bingley: Emerald Publishing Limited. |
| [2] | Bolkan, S., & Goodboy, A. (2009). Transformation leadership in the classroom: Fostering student learning, student participation, and teacher credibility. Journal of Instructional Psychology, 36 (4), 296-305. |
| [3] | Calderone, S., Kent, A., & Green, A. (2018). Teacher leaders and student achievement: Can the dots be connected? Revista Eletrônica de Educação, 12 (2), 395-407. |
| [4] | Danielson, C. (2006). Teacher leadership: That strengthens professional practice. Alexandria: Association for Supervision and Curriculum Development. |
| [5] | Espania, D. (2012). Exploring two classroom teachers' experiences as they aspire to become literary instructional leaders [Doctoral dissertation, University of Washington]. University of Washington Libraries. https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/20819/Espania_washington_0250E_10427.pdf?isAllowed=y&sequence=1 |
| [6] | Hamzah, N., Noor, M., & Yusof, H. (2016). Teacher leadership concept: A review of literature. International Journal of Academic Research in Business and Social Sciences, 6 (12), 185-189. |
| [7] | Harrison, C., & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65 (1), 74-77. |
| [8] | Jacques, C., Weber, G., Bosso, D., Olson, D., & Bassett, K. (2016). Great to influential: Teacher leaders' role in supporting instruction. American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Great-to-Influential-Teacher-Leaders-Roles-in-Supporting-Instruction-March-2016.pdf |
| [9] | Juneja, P. (2015). Leadership. Retrieved from MSG: https://www.managementstudyguide.com/leadership_basics.htm |
| [10] | Lieberman, A. (2006). How do teachers learn to lead? https://www.researchgate.net/profile/Ann_Lieberman/publication/238515858_HOW_DO_TEACHERS_LEARN_TO_LEAD/links/53fcb2120cf2364ccc04bc81/HOW-DO-TEACHERS-LEARN-TO-LEAD.pdf |
| [11] | National Education Association (2020, July). The teacher leader model standards. https://www.nea.org/resource-library/teacher-leader-model-standards#:~:text=The%20Teacher%20Leader%20Model%20Standards—like%20all%20model%20standards—are,%2C%20districts%2C%20and%20the%20profession.Bo |
| [12] | New Teacher Center (2017). School leadership counts. http://wasa-oly.org/WASA/images/WASA/5.0%20Professional%20Development/4.2%20Conference%20Resources/SPED/2019/French_Part%20II-School-Leadership-Counts-Brief%20SPED19.pdf |
| [13] | OECD (2016). Low-performing students: Why they fall behind and how to help them succeed. Paris: OECD Publishing. |
| [14] | Oqvist, A., & Malmstrom, M. (2016). Teacher's leadership: a maker or breaker of students' educational motivation. School Leadership & Management, 36 (4), 366-380. |
| [15] | Pounder, J. (2006). Transformational classroom leadership. Educational Management Administration & Leadership, 34 (4), 533-545. |
| [16] | Ross, C. (2019). Informal teacher leadership: How and why classroom teachers engage in leadership [Doctoral dissertation, The State University of New Jersey]. Rutgers University Libraries. https://rucore.libraries.rutgers.edu/rutgers-lib/60889/PDF/1/play/ |
| [17] | Sanocki, S. (2013). The process of how teachers become teacher leaders and how teacher leadership becomes distributed within a school: A grounded theory research study [Doctoral dissertation, Western Michigan University]. ScholarWorks@WMU. https://scholarworks.wmich.edu/dissertations/171 |
| [18] | Warren, L. (2018). Behaviors of teacher leaders in the classroom. Psychology and Behavioural Sciences, 7 (6), 104-108. |
| [19] | Whitehead, G., & Greenier, V. (2019). Beyond good teaching practices: Language teacher leadership from the learner's perspective. TESOL Quarterly, 53 (4), 1-23. |
| [20] | Wiseman, L., Allen, L., & Foster, E. (2013). The multiplier effect: Tapping the genius inside our schools. Thousand Oaks: Corwin. |
APA Style
Louis Langdon Warren. (2021). The Importance of Teacher Leadership Skills in the Classroom. Education Journal, 10(1), 8-15. https://doi.org/10.11648/j.edu.20211001.12
ACS Style
Louis Langdon Warren. The Importance of Teacher Leadership Skills in the Classroom. Educ. J. 2021, 10(1), 8-15. doi: 10.11648/j.edu.20211001.12
AMA Style
Louis Langdon Warren. The Importance of Teacher Leadership Skills in the Classroom. Educ J. 2021;10(1):8-15. doi: 10.11648/j.edu.20211001.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20211001.12,
author = {Louis Langdon Warren},
title = {The Importance of Teacher Leadership Skills in the Classroom},
journal = {Education Journal},
volume = {10},
number = {1},
pages = {8-15},
doi = {10.11648/j.edu.20211001.12},
url = {https://doi.org/10.11648/j.edu.20211001.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211001.12},
abstract = {Teachers determines students’ success within the classroom. Research supports the notion that the teacher is the single greatest factor that determines students’ growth in the classroom. Effective teachers need to be leaders for their students. It is critically important that teachers possess leadership skills because it is a fundamental factor that is required to enhance the instructional quality of teachers both inside and outside the classroom. Teacher leaders possess excellent class management skills and are more capable of driving students toward academic success. In the current body of work, limited studies have focused on the impact of teacher leaders on student learning and academic success, while having leadership responsibilities inside the classroom. The purpose of this study is to explore in depth the entire concept of teacher leadership in the classroom and its relationship to student performance and achievement. The study involves a synthesis of evidence in education literature that describes the concept of teacher leadership and student performance. The findings reveal that teacher leaders, whether outside or within the classroom, are driven by the desire to improve student learning. Students taught by teacher leaders have a high probability of succeeding academically as well as other areas of growth as compared to those taught under teachers who lack leaderships within and outside the classroom.},
year = {2021}
}
TY - JOUR T1 - The Importance of Teacher Leadership Skills in the Classroom AU - Louis Langdon Warren Y1 - 2021/01/28 PY - 2021 N1 - https://doi.org/10.11648/j.edu.20211001.12 DO - 10.11648/j.edu.20211001.12 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 8 EP - 15 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20211001.12 AB - Teachers determines students’ success within the classroom. Research supports the notion that the teacher is the single greatest factor that determines students’ growth in the classroom. Effective teachers need to be leaders for their students. It is critically important that teachers possess leadership skills because it is a fundamental factor that is required to enhance the instructional quality of teachers both inside and outside the classroom. Teacher leaders possess excellent class management skills and are more capable of driving students toward academic success. In the current body of work, limited studies have focused on the impact of teacher leaders on student learning and academic success, while having leadership responsibilities inside the classroom. The purpose of this study is to explore in depth the entire concept of teacher leadership in the classroom and its relationship to student performance and achievement. The study involves a synthesis of evidence in education literature that describes the concept of teacher leadership and student performance. The findings reveal that teacher leaders, whether outside or within the classroom, are driven by the desire to improve student learning. Students taught by teacher leaders have a high probability of succeeding academically as well as other areas of growth as compared to those taught under teachers who lack leaderships within and outside the classroom. VL - 10 IS - 1 ER -
Email: