Paredes Scribner, Bradley-Levine, Jill

Abstract: Purpose: The purpose of this study is to examine the meaning of teacher leadership from teachers' perspectives. The authors examine teachers' practice of and talk about legitimate sources of power and influence in the context of an urban high school reform. Design: This is an interpretive study of teacher leadership situated in one small high school within a large urban high school (comprised of six small school communities) in a Midwestern city. The school was engaged in a technology-driven, project-based reform requiring team teaching and high levels of teacher involvement in curricular, pedagogical, and other organizational decision making. Researchers conducted monthly observations and two to three in depth-interviews with each participant and collected and analyzed relevant documents during the 2007-08 school year. Participants included all seven teachers in the focus school, the small school administrator, and a district-level administrator. Findings: Data revealed a cultural logic that afforded some teachers more authority than others. Three of the seven teachers were repeatedly identified as being the leaders (despite other teachers actively influencing organizational activities). Analysis of teachers' talk about teacher leadership and related interactions revealed patterns falling into three categories: organizationally legitimized roles, institutionally legitimized content area expertise, and gendered leadership roles. Significance: Because leadership is a cultural construct itself, this study brings to the foreground the meaning(s) of teacher leadership from teachers' perspectives and how these meanings reward or eclipse actual leadership practices. This is especially salient for researchers and leaders interested in the role of teacher leadership in nurturing democratic school communities.

Keywords: leadership; organizational culture; qualitative; teacher leadership.

总结：

1、目的：本研究的目的是从教师的角度考察教师领导的意义。作者研究了教师的实践，谈谈城市高中改革的背景下权力和影响力的合法来源。设计：这是坐落在一个小小的高中一个大型城市的高中（包括六小校社区），在中西部城市中教师领导的解释性研究。这所学校是以科技为动力，研究人员深度访谈，每个参与者每月进行观察和两到三个，并收集，并在2007-08学年分析相关文件。与会者包括所有七个教师在重点学校，小学校管理员和区级管理员。

2、结论：数据揭示了文化的逻辑，给予一些老师比其他人更多的权力。多个教师，多次被确定为领导者。教师领导和相关交互分析显示模式落入三类：组织上合法化的作用，从制度上合法化内容领域的专门知识和性别的领导角色。

3、意义：因为领导是一种文化建构本身，这项研究带来的前景是领导从教师角度的含义，以及这些含义偏实际的领导力实践。研究人员发现对培育民主学校社区有兴趣的老师的领导作用尤其显著。

来源：Educational Administration Quarterly. Oct2010, Vol. 46 Issue 4, p491-522. 32p. .