Leadership Strategies That Promote Teacher Empowerment among Urban Middle School Science Teachers

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TABLE OF CONTENTS

CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS3

DISCUSSION3

Barrier to Teacher Leadership6

Traits of Leadership in Teaching10

Factors Contribute To Teacher Leadership11

School Culture as a Contributing Factor11

SUMMARY OF THE STUDY17

IMPLICATIONS21

RECOMMENDATIONS22

Recommendations for Future Research23

Recommendation for Practice24

REFERENCES26

CHAPTER 5. DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS

In this chapter, I discuss leadership strategies that promote teacher empowerment among urban middle school science teachers. Futhermore, the researcher gives recommendations and highlights areas for further research. The researcher also presents the implications of this study.

Discussion

Teacher leadership can be subdivided into formal and informal types, and the literature delineates between the two. Perkins (1995) offered a thorough explanation of both formal and informal teacher leadership. Formal teacher leaders, according to Danielson (2006), are often chosen through a selection process after they apply for their positions, and they usually receive training for their responsibilities. Informal teacher leaders, conversely, emerge spontaneously from the teacher ranks. Danielson determined that they are not selected officially, but instead take the initiative to address areas of concern or impact change.

They have no positional authority; instead, their influence stems from the respect they command from their colleagues due to their subject or pedagogical expertise, and outstanding practice. To Perkins (1995), formal teacher leaders are those individuals who either are assigned roles or volunteer to lead. Conversely, informal teacher leaders are those excellent classroom teachers who maintain well managed classrooms filled with productive students.

According to Bass (2008) noted that formal teacher leaders generally are identified or appointed by school principals whereas informal leaders are those whose colleagues recognize them because of their credibility, expertise, or relationship-building skills. Whether formal or informal, Patterson and Patterson (2004) acknowledged teacher leaders' power in terms of sparking change and sustaining school reform. How teacher leaders engender change depends upon the types of roles they assume. What follows is a discussion of the roles and responsibilities assumed by formal and informal teacher leaders.

For the purposes of this study, informal teacher leadership is defined as leadership demonstrated by teachers who (a) engage in organizational citizenship behaviors, or extra-role behavior, by willingly volunteering to extend themselves beyond their classrooms or per the terms of their contractual agreements; and (b) do not receive compensation in the form of money or time for extending themselves beyond their classrooms or contracts.

Additionally, informal teacher leaders are categorized as those who (a) build trust and rapport among colleagues without exercising power, (b) maintain a clear sense of purpose, (c) accept and attempt to enact change, (d) model professional growth, and (e) demonstrate self-motivation, enthusiasm, and creativity. Behaviors informal teacher leaders might exhibit that also can be considered examples of organizational citizenship behaviors include, but are not limited to, (a) serving as ad hoc committee members, or organizing extemporized groups of teachers; (b) sponsoring or coaching extracurricular activities; (c) tutoring students either before or after school hours; (d) mentoring new teachers; (e) assisting colleagues upon their request; (f) organizing or conducting professional development workshops; (g) helping administrators make decisions that ...