Aliakbari Mohammad, Sadeghi Aghdas

Abstract：Teacher leadership is increasingly seen as a key option for school reform and improvement. However, despite the extensive literature on teacher leadership, this issue has achieved little attention in Iran. To fill such a research gap, the present study examined teacher leadership practice in a sample of Iranian schools. The ‘Teacher Leadership School Survey’ developed by Katzenmeyer and Moller (2009) was administered to 213 teachers across 22 schools in Kermanshah province. The intention was to examine the teachers’ perceptions of teacher leadership practice in schools and the ways through which such perceptions might have been influenced by variables including gender, age, teachers’ educational degree, teaching experience and school level. The results of descriptive statistics, t-test and one-way ANOVA revealed that teacher leadership was practiced above sometimes and closer to often in the sample schools. Further, data analysis indicated significant differences in teachers’ perceptions of teacher leadership practice with reference to their educational degree and the level they taught. However, teachers’ age, gender, and years of teaching experience did not appear as significant factors.

Keywords：distributed leadership; leadership; teacher leadership; teachers’ perception

总结：

1、教师领导越来越被视为是学校改革和改进的关键选择。然而，尽管关于教师领导的文献很多，这个问题在伊朗却未受很大的关注。为了填补这个研究领域的空白，本研究以伊朗学校作为样本对其教师领导实践进行探讨。

2、由Katzenmeyer和Moller在2009年开发的“教师领导学校调查”对克尔曼省22所学校的213位教师进行了调查。其目的在于探讨教师对于领导实践的看法以及可能影响这些看法的变量，包括性别、年龄、教师的学历、教龄和办学水平。

描述性统计、T检验以及单因素方差分析的结果显示，在样本学校中，教师可以说经常进行领导实践。更进一步的数据分析显示，教师对于领导实践的看法与他们的学历和教学水平相关。然而，教师的年龄、性别和教龄却并不是重要的相关因素。

来源:Educational Management Administration & Leadership. Jul2014, Vol. 42 Issue 4, p576-592. 17p.