This study bridges teacher leadership research with principles of co-design in an effort to understand teachers' experiences with co-design as a process of teacher leadership and its implications for strengthening teacher leadership development efforts. Using qualitative data from a multi-year co-design research project aimed at developing…

The effective schools literature has shown that school-contextual aspects matter for students' academic and social outcomes. A potential link here may be the quality of the relationships between teachers and students, but few studies have investigated whether features of school effectiveness are in fact associated with students' perceptions of…

Increasingly, teacher leadership is being recognized as an essential ingredient in education reforms; however, few teachers consider themselves leaders. Becoming a leader is not just acquiring knowledge and skills for leadership, but developing a new "professional identity." As teachers become leaders, however, this identity might put…