GSE Faculty Research
Document Type
Journal Article
Date of this Version
2018
Publication Source
American Educator
Start Page
13
Last Page
39
Abstract
Given the prominence of both instructional leadership and teacher leadership in the realms of school reform and policy, not surprisingly, both have also been the focus of extensive empirical research. But there have been limits to this research. It is, for example, unclear which of the many key elements of instructional leadership are more, or less, likely to be adopted in schools across the nation. Similarly, it is unclear which of these elements are more, or less, beneficial for school performance and for student learning and growth. Likewise, though the extent of teacher involvement in school decision making has been widely studied, there has been almost no solid empirical research on whether teacher leadership is beneficial for student learning and growth. These topics are the subject of a study the authors undertook, which this article summarizes.
Copyright/Permission Statement
Posted with permission from the publisher.
Recommended Citation
Ingersoll, R., Sirinides, P., & Dougherty, P. (2018). Leadership Matters: Teachers' Roles in Decision Making and School Performance. American Educator, 13-39. Retrieved from https://repository.upenn.edu/gse_pubs/543
Date Posted: 07 October 2019