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TEACHER LEADERSHIP IN CONTEMPORARY TIMES teacher leadership heading,…
TEACHER LEADERSHIP IN CONTEMPORARY TIMES 
Definition of Teacher Leadership
Benefits of Teacher Leadership
Teacher Professional Networks (Berry, Daughtrey & Wieder, 2010)
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Teacher’s self-efficacy as an instructional leader
(Berry, Daughtrey & Wieder, 2010)
• Strongly and positively associated with soliciting parent involvement,
• Communicating positive expectations for student learning,
• Improving instructional practice,
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Challenges when Promoted to Teacher Leadership Roles (Berry, Daughtrey & Wieder, 2010)
(Berry, Daughtrey & Wieder, 2010)
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Disadvantages of Teacher Leadership Role
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Findings on Teacher Leadership:
Social Justice in SA Schools Research (Bogotch & Shields. 2014)
• Policy and history continue to have a powerful influence on present-day leadership practices in SA
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• Teachers not involved in school-wide decision-making processes, if involved, then very restricted
• The legacy of apartheid with its bureaucratic-managerial model of leadership and its devaluing teacher voice,
excludes teachers from authentic decision-making at a whole school level
• Lack of authentic dialogue with educators and learners resulting in
no true leadership by school formal leaders in relation to HIV/AIDS
• Where teachers were involved in school-level decision-making, it was at a superficial level
• Where teachers were involved in whole school development practices,
these are largely management functions to maintain rather than challenge the status quo
• Despite structural democratisation through introduction of school committees
like School Management Team (SMT), School Governing Body (SGB), Representative Council of Learners (RCL)
– the cycle of exclusion and marginalisation of learners, parents and educators in SA is an issue of culture in spite of structural change
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• Teachers leadership is beginning to emerge in some mainstream schools where there is an enabling school environment
Recommendations to develop teacher leadership
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• A school, structure and culture that supports teacher facilitation of improvement efforts
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• Allow teachers to influence education outside the classroom, without leaving it.
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(Harris & Lambert, 2003)
• Expert teachers, who spend the majority of their time in the classroom but take on leadership roles at times when development and innovation is needed
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