Investigating the Intersection of School Structure and Teacher Leadership: A Mixed-Methods Study

Extending leadership opportunities to teachers may be a way to expand leadership capacity in schools. This study focused on the intersection of two discrete bodies of literature, school structure and teacher leadership, and whether there is a correlation between enabling structure and teacher leadership. The study also examined differences in teachers' perceptions of teacher leadership and enabling school structure by school grade level and formal staff position. This study employed mixed methods to examine teacher leadership in 23 Midwestern public school districts. Teachers, formal teacher leaders such as instructional coaches, nonteaching staff such as counselors, and administrators participated in the study. A teacher survey was administered (N = 405), which included items from existing teacher leadership and enabling school structure scales. Results from statistical analysis of teachers' survey responses were used to select participants for follow-up observations and interviews (n = 7) to further examine the relationship between teacher leadership and school structure. Findings show a moderate correlation between enabling school structure and the extent of teacher leadership as well as differences in responses based on participants' school level and position or role. In addition, three overarching themes characterized interview responses: teachers' lack of time, the importance of the role of the principal, and the hierarchical structure of the schools and districts.