Teacher leadership capacity‐building: developing democratically accountable leaders in schools

Abstract

Using a qualitative case study approach, the authors explore social justice implications of inservice principals' practices that affect attitudes and empower teachers. If a primary educational goal of progressive schooling is to create and sustain more democratic schools by enabling the growth of teachers as leaders who are responsible for their actions, then they must be given opportunities to develop as democratically accountable leaders. The authors identify practical ideas and dynamics of teacher leadership grounded in field‐based study of the work of principals and teachers employed in three high‐performing elementary schools in central Florida, USA. Feedback from administrators and teachers via surveys, interviews, and focus groups suggests that principals who build leadership capacity at their schools (1) establish a culture of trust, honesty, and professionalism; and (2) facilitate opportunities for teacher leadership.

Keywords:

• teacher leadership
• democratic accountability
• democratically accountable leader
• social justice
• qualitative case study

Acknowledgement

The researchers wish to thank the external reviewers for their very helpful commentaries.

Notes

1. Guidelines were followed pertaining to the use of human subjects as specified by the University's Institutional Review Board in 2005; Jones' (2007) study was recertified for continuing review in 2006 and 2007. Additionally, school district approval was obtained in 2004.