Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives

Abstract

Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal–teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal–teacher interactions in developing teacher leadership were identified: ‘inspirational’, ‘empowering’ and ‘allowing’. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed.

Acknowledgements

This phrase of research project, ‘Development of Teacher Leadership: the impact of principal–teacher interactions’ was funded by the BELMAS Small-Scale Research Projects in 2012.

Notes

1. Special schools refer to schools for children with special education needs such as visual impairment, hearing impairment, physical disability, social development and intellectual disability.

2. Form 3 is the third year of secondary education, which is equivalent to Year 9 in the UK and Grade 9 in the USA.