A case study of teacher leaders as group leaders: Implications for research and teacher education

Abstract

This article presents the findings from a case study of teacher leadership in an elementary school as a form of group leadership. Using the functional theory of work groups, this study describes the functional roles that teacher leaders assume in meeting the task achievement and social‐emotional needs of work groups, as well as the school‐related and group‐related factors that influence their performances as group leaders. The findings raise important issues concerning the teacher leader's role in the performance and development of a work group and the role of the physical, social, and normative contexts of groups in mediating group leadership performances. Implications of study findings for further research and teacher education programs are discussed.