Understanding the process of teacher leadership identity development

ABSTRACTThis study seeks to better understand the process by which secondary STEM teachers begin to see themselves as teacher leaders after participating in a 7-year professional development program. Twenty experienced teachers from different rural schools in a Southeastern state of the United States participated in a rigorous curriculum aimed at increasing their professional skills and capacity as educational leaders. Viewed through the lens of the Community of Practice Teacher Leadership Model, a qualitative analysis of teacher interviews provides evidence of the mechanisms involved in the participants’ professional growth. We found that recognition of the teachers’ leadership competencies performed within this long-term community of practice drove the cycle of teacher leader identity development. Implications of these findings include insight as to how this change in identity can be influenced, as well as identifying important connections between some existing frameworks describing the development of teacher leadership identity. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation under Grant 1439842; and under Grant 1758438. Results shared in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.Notes on contributorsSteven G. BarthSteve Barth is a doctoral student in Educational Research and Measurement at the Univeristy of South Carolina. His research interests include teacher leadership, teacher professional development and retention, and structural equation modeling.Christine LotterChristine Lotter is a Professor of Science Education in the Department of Teacher Education at the University of South Carolina. Her research interests include science teacher leadership, effective inquiry and project-based professional development, and the impact of teachers’ beliefs on their instructional choices.Jan A. YowJan A. Yow is a Professor of Mathematics Education in the Department of Teacher Education at the University of South Carolina. Her research focuses on mathematics and STEM teacher leadership that supports impactful mathematics and STEM learning for each and every student.Gresi IrdamGreysi Irdam is a Postdoctoral Research Associate in the Department of Psychology at the University of South Carolina. Her research investigates the academic, social, and behavioral development of rural students, rural teacher leadership, and school mental health.Brea RatliffBrea Ratliff is a doctoral student in Secondary Mathematics Education at Auburn University. Her research interests include culturally responsive and sustaining mathematics instruction, teacher education, and educational leadership.