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Abstract
Researchers for this multisite quantitative study examined the relationships between teacher perceptions of the extent of teacher leadership in a school and the grade level, degree level, and leadership status of the respondents. Data for this study were collected in two administrations in 43 schools in seven U.S. states. To test for differences among the variables and the four factors of the Teacher Leadership Inventory, a one-way ANOVA was conducted for each variable. Findings indicated significant differences between elementary school teachers and middle/high school teachers, teachers with a bachelor’s degree and teachers with graduate degrees, and formal teacher leaders and teachers in no leadership position. Attention to these results will allow school districts to better align leadership training with the needs of specific teachers and support principals in school improvement.
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