Prepared by:Soundra Devi K. SubramaniamConference on Contemporary Issues in Education (2012)Track : Passing the Baton – New Leadership for Educational Futures Topic : Inclusivity, diversity and pluralism

Teacher leadership could signify the dawning of a new era for the teaching profession.

Teacher Leadership

“Teacher leadership is essentially an ethical stance that is based on views of both a better world and the power of teachers to shape meaning systems. It manifests in new forms of understanding and practice that contribute to school success and the quality of life of the community in the long term.”

(Crowther, Ferguson, & Hann, 2009,

p. 8)

Embrace or Resist Teacher Leadership?

Teacher leadership is indicative of a change that is taking place in schools and educational institutions.

Responding to any form of change could either be through early adoption of a change or resistance to that change

Teacher Leadership and Inclusive Leadership

According to Ryan (2006), everyone needs to have the opportunity to influence what happens in organizations for leadership to be inclusive.

Teacher leadership is an evidence of inclusive leadership as teacher leadership includes teachers in the improvement of instructional practices as well as school reform.

Role of Teacher Leadership in Parallel Leadership

Teacher leadership plays a vital role in parallel leadership whereby successful school revitalisation and reform can be achieved.

According to Crowther, Hann & McMaster (2001, p. 14), “parallel leadership is a process of teacher-leaders and their principals engaging in collective action to build capacity. It embodies mutual respect, shared purpose and respect for individual expression and contribution.”

Teachers as Leaders Framework

The Teachers as Leaders Framework which was devised by Crowther, Kaagan, Ferguson & Hann (2002), incorporate six elements which represent the roles required to be played by teacher leaders in schools which are as follows:

preparing students for a better future, achieve authenticity in teaching, facilitating communities of learning, confronting barriers in cultures and structures in schools, translating ideas into sustainable actions, and nurturing a success culture.

“Motivation deals with the explanation of why people do the things they do.”

(Owens, 2004, p. 348)

Motivation plays an important role in adopting change therefore a study of the intrinsic and extrinsic factors which may motivate teachers to adopt teacher leadership is required.

Motivation

Intrinsic and Extrinsic Motivation

HIGHER ORDER NEEDS

(Intrinsic Motivation)

LOWER ORDER NEEDS

(Extrinsic Motivation)

Content Theories of MotivationContent theories of motivation are focused on

“identifying internal factors such as instincts, needs, satisfaction, and job characteristics” (Kreitner & Kinicki, 2010, p. 212) which energizes behaviour of individuals.

The three theories of relevance here are: Abraham Maslow’s Needs theory Clayton Alderfer’s ERG theory Frederick Herzberg’s Two Factor theory

MASLOW’S NEEDS THEORY

HERZBERG’S ERG THEORY

ALDERFER’S HYGIENE THEORY

NEEDS, MOTIVATION &REWARDS

Self-Actualization Need Growth

Need MotivatorsHigher Order Intrinsic Intrinsic Needs Motivation Rewards (Sense of achievement challenge & growth)

Esteem Need

Social Need

Relatedness Need

Hygiene Factors

Lower Order Extrinsic ExtrinsicNeeds Motivation Rewards (Bonuses, merit increments, awards or promotions)

Safety Need Existence

NeedPhysiological

Need

Relationship Of The Content Theories Of Motivation To Intrinsic And Extrinsic Motivation

How to motivate teachers to adopt teacher leadership?

“An assessment of the needs and wants of others is required in order to have a clue as to how to motivate them by meeting these needs and wants.”

(Everard, Morris, & Wilson, 2004)

Proposed strategies for encouraging the adoption of teacher leadership:

Who Resist Teacher Leadership? Why Resist?

According to Everard, Morris, & Wilson (2004, p. 35), “despite every effort there will remain individuals who have no wish to be ‘motivated’ and who view with suspicion any attempt to increase their responsibilities, job interest or involvement.”

Resistance to Teacher LeadershipThis resistance could be due to various factors ranging from:

the traditional and bureaucratic culture and structure of the school

move away from teachers’ comfort zones

reluctant to participate in governance activities

breaking solidarity with colleagues role ambiguity extra work and time opinion not being valued lack of experience and training in

leadership roles lack of permanence in the teacher

leadership roles

Proposed Strategies to Overcome Resistance to Teacher Leadership

ConclusionThe identification of the factors that motivate teachers to embrace or resist teacher leadership could facilitate the implementation of appropriate strategies to foster teacher leadership.

The fostering of teacher leadership could enable schools and educational institutions to benefit from shared leadership practices.