Influences on the development of informal teacher leaders

Abstract

The purpose of this study was to determine the influences on the development of informal teacher leaders. An informal teacher leader is a classroom teacher who has the ability to influence other teachers because of specific characteristics and behaviors. While the informal teacher leader may have held such leadership roles as committee chairperson or team leader, these have been short term responsibilities and have not involved any release from regular classroom responsibilities.

The research included demographic surveys and extensive interviews of three teachers identified by their peers as informal leaders. An identification instrument developed from generally accepted characteristics of teacher leaders was used to select the three participants for the study. Teachers identified as informal leaders displayed a mastery of teaching skills, strong collaboration skills, a willingness to take risks, and involvement in continuous professional growth.

Once the teachers were selected for the study, a survey was completed to gather demographic information and data on their experiences. Extensive interviews then focused on the personal and professional life experiences influencing the development of the identified informal teacher leaders. Case studies were developed from the demographic survey and the interviews. Data were analyzed using a multicase, cross-case method. Two informed readers and each of the teacher participants reviewed the case summaries to verify the findings and conclusions.

The results indicated the following influences in the development of informal teacher leaders: (1) Family background is an influence in the development of leadership characteristics. (2) Success in early leadership endeavors encourages the individual to seek additional leadership roles. (3) Mentor teachers, who have the characteristics of informal teacher leaders, are influential in the development of these characteristics in new teachers. (4) Professional growth activities help teachers gain expertise for which they are recognized by their peers. (5) Central office administrators and principals play a key role in facilitating the development of informal teacher leaders by developing a culture in which teacher leadership can flourish.