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- Vol 6 PE: App E
teacher leadershipprofessional learning communitiesdistributed leadershipteacher collaborationschool organisational capacityinstructional improvementleadership conditionsJournal article Evidence summaryAt a glance
York-Barr and Duke review two decades of scholarship to clarify what teacher leadership means, how it operates, and what supports it. They describe teacher leadership as a process in which teachers, individually or collectively, influence colleagues, principals, and school communities to improve teaching and learning.
Key ideas
Leadership can be formal or informal and may involve mentoring, professional development, curriculum work, decision making, inquiry, and collaboration beyond one classroom. Their synthesis links teacher leaders’ knowledge, skills, roles, and relationships with conditions such as supportive principals, time, trust, access to information, recognition, and shared responsibility. Reported benefits include teacher learning, stronger professional community, organisational capacity, and possible improvements in practice and student learning. However, the evidence was conceptually inconsistent and often descriptive, small-scale, and weak on direct outcome attribution.
Why it matters
The review provides a framework and research agenda, not proof that assigning leadership titles causes achievement gains. Schools should define purposes, select credible leaders, protect time, build trust, align authority with responsibility, and evaluate influence on practice while monitoring workload, role conflict, and resistance.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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