Muijs, Daniel; Chapman, Chris; Armstrong, Paul

Abstract: The most recent decade has seen a major growth in interest in teacher leadership, but there is limited research on the extent to which early career teachers can take on teacher leadership roles. In this article we explore this question by looking at teachers prepared through the alternative certification programme Teach First (TF), which aims to have its teachers take on leadership roles. We used a mixed methods approach, employing a range of quantitative and qualitative methods including surveys of TF teachers and headteachers, and 16 case studies, which included interview of TF teachers, heads, middle managers and non-TF teachers. We found that the TF teachers were keen and able to exercise leadership. This was most strongly the case for informal leadership roles like leading initiatives in the school. School support was important; senior management needs to be committed to distributed leadership, and practical hands-on support is required at the departmental level. A context that is stable and employs consistent and coherent policies makes it easier for teachers to engage in leadership. It is argued that if schools are to tap into the leadership potential of early careers teachers, initial teacher education needs to prepare them for teacher leadership.

总结：最近十年里，老师的领导利益有重大增长，但在何种程度上早期的职业生涯教师可以受益于教师的领导作用。在这篇文章中，我们通过观察通过替代认证目的是向承担领导角色的老师探讨这个问题。本文采用了一系列定量和定性方法，包括TF教师和校长，以及16个案研究，其中包括TF教师，校长，中层管理人员和非TF教师的采访调查。发现TF教师都渴望并且能够发挥领导作用。

来源：Educational Management Administration & Leadership, v41 n6 p767-781 Nov 2013. 15 pp.