How To Enhance Teachers’ School Renewal Leadership: Efforts and Effects

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Published: Dec 20, 2023
DOI: https://doi.org/10.21315/apjee2023.38.2.11
Keywords:
Teacher leadership, school leadership, school renewal, school reform, student achievement

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LaSonja Roberts
Department Educational Leadership, Research and Technology, Western Michigan University, 1903 W8 Michigan Ave, Kalamazoo, Michigan 49008-5283 United States
Jianping Shen
Department Educational Leadership, Research and Technology, Western Michigan University, 1903 W8 Michigan Ave, Kalamazoo, Michigan 49008-5283, United States
Patricia Reeves
Department Educational Leadership, Research and Technology, Western Michigan University, 1903 W8 Michigan Ave, Kalamazoo, Michigan 49008-5283, United States
Xin Ma
College of Education, University of Kentucky, 103 Dickey Hall Lexington, Kentucky 40506-0017, United States
Huang Wu
Department of Educational Leadership, Policy and Foundations, School of Education, Social Work and Psychological Sciences, University of Missouri at Kansas City, Volker Campus, 615 E. 52nd Street, Kansas City, Missouri 64110, United States
Quan Wu
College of Education, University of Kentucky, 103 Dickey Hall Lexington, Kentucky 40506-0017 United States

Abstract

Teacher leadership has been found to be positively associated with student achievement, and the dimensions of teacher leadership positively associated with teacher leadership have been identified. However, mechanisms to improve teacher leadership and the effects of these mechanisms are rarely studied. In this article, we report the efforts to develop teacher leadership in a multi-year, large-scale project titled, “High Impact Leadership for School Renewal”, and the effects of these efforts. Repeated measure analysis was conducted to assess the project’s effect on teacher leadership using validated and published instruments. The results indicated that the project had large effects on enhancing teacher leadership, with Cohen’s d effect size ranging from 0.85 to 1.16 for scales of Orientation to School Renewal and from 0.87 to 1.13 for scales of Learning-Centered School Leadership. Implications for school renewal are discussed.

Article Details

Issue
Vol. 38 No. 2 (2023)
Section
Articles
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This work is licensed under a Creative Commons Attribution 4.0 International License.

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