Teacher Leadership

Abstract

Iowa’s Teacher Leadership and Compensation system (TLC) provides leadership opportunities for K-12 teachers. Little/no research exists on preparing pre-service teachers (PSTs) for TLC. This study used a survey with PSTs and interviews with five practicing teacher leaders. Interviewees felt administrative support was strong and necessary; their new roles shifted their responsibilities and generated ambiguity. 154 elementary PSTs indicated more leadership in past and external activities than at ISU (N = 120, 113, 78, respectively). They knew little about TLC (m=1.70/ 5-point scale). ISU’s School of Education (SOE) developed leadership, but offered fewer opportunities with faculty research and curriculum development (m=1.95, 1.48 / 4-point scale, respectively). PSTs lacked knowledge of: leadership traits (m=2.49); K-12 bureaucratic processes (m=2.36); advocacy/lobbying (m=2.29); action research (m=2.13); and risk-taking (m =2.49). Interviewees notably discussed risk-taking importance. Interviewees believed leadership development begins in university preparation; this study found gaps in opportunities/knowledge in preparation of PSTs for TLC.