Abstract
Purpose: It was the purpose of this study to identify and describe the teacher leadership skills that teachers perceive as most important in teacher-led schools. In addition, it was the purpose of this study to identify and describe organizational frameworks teachers perceive as supportive of teacher-led schools. Finally, it was the purpose of this study to identify and describe the personal and professional benefits of teacher leadership as perceived by teachers, and to identify and describe the barriers to the implementation of teacher-led schools. Methodology: The subjects in the present study were 32 teachers working in California schools with at least 2 out of 8 organizational frameworks identified in the literature as being supportive to the implementation of teacher-led schools. This mixed-methods study used a short survey instrument in which the subjects ranked the leadership skills most important to teacher leaders, and 4 open-ended interview questions. Findings: Examination of quantitative and qualitative data from the 32 subjects indicates that the leadership skill perceived by the subjects as most important to teacher leaders is maintaining professional relationships. Organizational frameworks, such as small grade-level teams, are perceived as most important to the implementation of teacher-led schools. The perceived benefit of working in a teacher-led school is increased feelings of ownership. The perceived barriers to the implementation of teacher-led schools are time and other teachers. Conclusions: The study data support the conclusion that providing the opportunity for teachers to lead beyond the classroom can create feelings of ownership both professional and personal on the part of a faculty working in teacher-led schools. Recommendations: K-12 teachers must declare the intent to be in one of two professional designations: "teacher" or "teacher leader." Teachers will continue to meet the same instructional responsibilities in place in public education. Teacher leaders will maintain a full-time teaching schedule, and serve an extra hour of duty each day related to teacher leadership tasks, such as creation of professional development for other faculty members and the development of a common vision for the school site.