Teacher Leadership and Organizational Structure |
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| Authors: | Camille Rutherford |
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| Institution: | (1) Postdoctoral Fellow, Northwestern University, Evanston, IL, USA |
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| Abstract: | Traditional models of school organization favor peaked hierarchies that concentrate power and leadership responsibility on
the office of the principal. As these models struggle to effectively meet the needs of education in the new millennium, leadership
structures that distribute leadership influence and empower teachers to play a greater role in the leadership of the school,
are slowly being implemented. This study examines the restructuring of school leadership at a school making the transition
from a traditional elementary school to an Edison charter school and investigates the impact the new organizational structure
had on teacher leadership. Qualitative data were collected over a four-year period during annual visits to conduct over 50
interviews with district administrators, school administrators, teachers, and the school support staff. The research findings
indicate that the structure implemented at the Edison school differed greatly from traditional school leadership structures,
as it successfully distributed leadership influence and enhanced the nature and scope of teacher leadership. |
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