Cannata, Marisa McCrory, Raven Sykes, Gary

Abstract: Purpose: This article explores the relative influence over schoolwide policy and leadership activities of teachers certified by the National Board for Professional Teaching Standards. Interest centers on teacher leadership activities and perceived influence over schoolwide policy and decision making. In particular, the study asks whether National Board Certified Teachers (NBCTs) are engaged in leadership and influence that may be attributable to board certification. Method: Data come from a survey of the entire teaching faculties in 47 elementary schools in two states (N = 1,282). Teacher perceived influence over schoolwide policy and participation in leadership activities were regressed on NBCT status, demographic and assignment characteristics, and inclination toward teacher leadership, controlling for schools with fixed effects. Findings: NBCTs engage in more leadership activities at both the school and district levels than their non-board certified peers. Yet, NBCTs do not report greater influence over schoolwide policy than their colleagues. Implications: The effect of NBCT status on opportunities for teacher leadership is complex, with NBCTs having the most effect on domains and activities closest to the classroom. The data also point to a potential paradox about the nature of teacher leadership as greater engagement in leadership activities does not lead to enhanced influence over schoolwide policy.

Keywords: teacher influence; teacher leadership.

总 结：

1、本文探讨了教师由国家局专业教学标准认证的全校政策和领导活动的相对影响力。在老师的领导活动下感知全校的政策和决策影响的利益中心。特别是，该研究会询问是否全国委员会认证教师（NBCTs）从事领导力和影响力研究。

2、方法：数据来自于整个教师队伍的调查，47所小学在两种状态（N =1,282）。在全校的政策和参与领导活动的老师认为影响进行回归分析对NBCT地位，人口和分配特性，以及对教师领导倾斜，控制了学校的固定效果。

3、结果：NBCTs从事在学校和区级比非认证的主板无论同行更多的领导活动。然而，NBCTs不报告在比他们的同事全校政策，更大的影响力。

4、启示：教师领导的影响是复杂的，具有对域和最接近课堂活动的影响最大NBCTs。数据还指出，存在潜在矛盾即：有关教师领导在领导活动更大程度地参与并不会导致全校的政策增强影响力的大变化。

来源：Educational Administration Quarterly. Oct2010, Vol. 46 Issue 4, p463-490. 28p.