Blazing New Trails - Connexions

40 CRITICAL ISSUES IN SHARED LEADERSHIP
2. Did the principals feel that if teachers confronted the most difficult and pressing
problems of the staff such as instructional issues and handling conflict, that they
would be free to deal with other issues? Would those other issues be more likely
related to traditional management?
3. Did these principals want the teachers to perform more of the roles conversant
with the literature of teacher leadership with teachers being more involved in
influencing the culture of the school to increase teacher effectiveness and student
achievement?
4. How would principals provide support for teachers who have not been specifically
trained to deal with the issues of conflict, resistant staff, and problems?
The work of teacher leaders was examined in this chapter, not only for the
contributions that they bring to the benefit of student achievement, but for the possibilities of
how they might provide a new sense of balance to the world of work of the principal. It was
clear from the perceptions of the principals in this study, that they felt stress in completing the
tasks expected of them. It is hoped that our future line of inquiry will provide insights into
ways to alleviate that stress.
Teacher leaders could be part of the formula that provides a primary effect in school
improvement and a secondary effect of improving the quality of the work life as experienced
by the principal. If teacher leaders begin to work with ineffective or struggling teachers, areas
for which they have not been trained, and they depart from the roles more traditionally
performed by teacher leaders, it seems reasonable to ask:
1. What roles will teacher leaders perform when the school is being asked to undergo
significant, transformational change?
2. To what extent do systems and structures have to change to include teachers to
become leaders who are empowered to work with instructional issues like creating
vision for school improvement, using data to improve instruction, as well as
responding to the tougher issues involving ineffective or struggling teachers?
While teacher leadership has not typically been associated with working with
ineffective staff, it is clear that teacher leaders are faced with similar challenges as they work
in more traditional roles of department chairs, grade level leaders, literacy coaches, etc. As
such, teacher leaders are confronted with tensions within the schools (Smylie & Denny,
1990). This type of tension is one that resonates for principals as well.
The principals in this study indicated that if teachers performed expanded roles,
principals would feel less stress. It seems reasonable to suggest that principals,
superintendents, and teachers are key people in redefining the roles of teachers, with
university professors who teach the concepts of educational and teacher leadership as active
partners in the reconceptualization of teacher leadership. Teacher leaders, like administrators
can be part of the maintenance of the status quo of the school; there is nothing inherently
automatic about change in the school based on a job title.
The research base has tracked the evolution of the roles of principals from managerial,
to instructional, to transformational (Hallinger, 1992). Perhaps, the same will be true for the
evolution of the roles of teacher leaders. Further research can assist us in understanding the