Abstract
Purpose. The purpose of this collaborative study was to describe and compare Title I elementary school classroom teacher and teacher leader perceptions, regarding the extent to which Marzano's twelve leadership responsibility elements are shared among faculty members and which are of the greatest value in increasing student achievement. Methodology. The subjects in the study were eighty-two elementary classroom teachers and 126 teacher leaders of twenty-one Title I schools in Los Angeles and Orange Counties. Subjects responded to a single research instrument: an eighty-two-item survey, a six-point labeled scale including open-ended comments assessing each of Marzano's responsibility elements. Finding. First, respondents from the twenty-one elementary schools were in agreement that the twelve responsibility elements of distributive leadership were in evidence; however, not all elements are consistently used to the same degree. There was a significant difference in the perceptions of classroom teachers and teacher leaders regarding the extent to which teacher leaders take on the change agent leadership responsibility. Second, the responsibility of knowledge of curriculum, instruction, and assessment was ranked number one by both respondent groups. Third, contingent rewards was ranked last by both respondent groups. Conclusions. While there is solid agreement that the leadership responsibility elements are in evidence, one element is underutilized—peer review of classroom instruction to provide constructive feedback. The use of data is prevalent in developing action plans. There was a difference in perception among respondents about the use of resources. Recommendations. Further research is advised. A study to examine staff development components that teachers and administrators need in order to effectively implement all elements of the distributive leadership model should be conducted. Also, it is recommended that the study be replicated with a greater number of subjects in intermediate or high schools. Training teachers to conduct classroom walk-throughs as a form of constructive feedback should be built into teacher credential programs and county and district office staff development programs.