Facilitating Elementary Principals' Support for Instructional Teacher Leadership

Abstract

Purpose: This exploratory study examines conditions that lead elementary principals to support the work of school-based instructional teacher leaders. The study asks, How do principals' knowledge of teacher leadership and their interaction with teacher leaders contribute to principals' support for teacher leadership? And, How might district communication structures influence principal support? Research Methods: Data collected in 2003-2004 came from five districts, four of which were low− socioeconomic status districts. Interviews with 15 principals, 12 math teacher leaders, and six supervisors focused on the nature and scope of the teacher leader's work and the role of the principal and/or supervisor with regard to the teacher leader. Findings: The study provides evidence of a link between principals' knowledge of the position, their interaction with teacher leaders, and their support for teacher leadership. The research further demonstrates that districts can influence principals' level of support for teacher leaders by increasing communication about the role. Implications: Evidence suggests that districts should build principals' knowledge of teacher leadership and foster principal-teacher leader interaction as a way to promote support. A second implication is the need for further research on other conditions that can influence principals' support.