Purpose: The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O'Connor, 2018) and lead to school improvement. Design/methodology/approach: The multi-case study (Stake, 2013) draws on two bespoke examples of contextual coaching in…

Elementary principals have the challenging responsibility of acting as the instructional leader of their school while at the same time managing the daily operations of a school with limited resources and support (Simieou et al., 2010). Without formal support and layers of leadership within their school, elementary principals are often isolated to…

This dissertation explored elementary teachers' interpretations, understandings and beliefs about the performance-based evaluation model implemented in a southeastern state in the United States. This qualitative case study explored the following research questions: How do elementary school teachers "interpret" the performance-based…

This article examines collaboration between teachers in the 'more teachers than classes' (PMQC) French scheme implemented from 2013 in primary schools receiving a high number of pupils with learning difficulties. Based on concepts of teacher professional learning, teachers' shared-work and the learning community, the research aims to highlight the…

This article shares findings from a study conducted in the southeastern United States of the impact of a teacher leadership course on upper elementary, middle, and high school mathematics and science teachers. Fifty-nine teachers completed the course and data analysis showed growth in understanding in five areas of teacher leadership. This growth…

In this article the authors examine elementary education teacher candidates' reflections while participating in a senior course that included a book study on equity-based teaching and an intensive clinical practice experience which included teaching mathematics small groups. Findings indicate that candidates started to make progress towards…

This article reports findings that describe the role that school- and district-based facilitators play in scaling up a published mathematics professional learning program. The study included 12 local facilitators (three teacher leaders and nine staff developers with specialization in mathematics, special education, or English learner education)…

The Teacher of the Year (TOY) program is the longest-standing teacher recognition program in the United States. The purpose of this study is to describe the characteristics of state and national TOY awardees and the schools in which they teach. To accomplish this aim, we develop a new data set including the characteristics of all TOY awardees and…

This study examined the relationship between Situational Leadership Theory and empathy as practiced by elementary school teachers in western Kentucky. Teachers from five public school districts in west Kentucky were surveyed to determine their affinity to Situational Leadership Theory and empathy with the added component of helping father-absent…

This is the third special issue of "Primary Science," and it is one that offers primary school teachers an insight into an initiative that does wonders for primary science leadership, learning, and teaching -- the Primary Science Quality Mark (PSQM). Hub leaders are the heart and expertise of PSQM, working with groups of local science…

Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional…

Thoughtfully planned professional development (PD) that fosters teacher agency has the potential to impact student agency in the literacy classroom. Drawing on a body of research with 82 teachers across multiple schools and clinical settings, this article first presents findings from a variety of PD contexts that are synthesized to highlight four…

The purpose of this study was to investigate the relationship between teacher autonomy and teacher leadership. For this purpose, a predictive correlational research method was used. The study was conducted with 571 teachers who were determined through a simple random sampling technique among those working in Turkey during the 2020-2021 academic…

Purpose: This study aims to reveal the recent characteristics of school-based teacher development (STD) in China since it is perceived as a key measure to achieve success in raising educational quality in the country. Design/Approach/Methods: A qualitative research approach with in-depth interviews of 18 teachers at two primary schools in Beijing…

This article reflects upon teachers' engagement in a Leadership for Inclusion Community of Practice (LIn-CoP), which utilised the Participatory Action Learning Action Research (PALAR) strategy. The study explored if and how engagement could support teachers to develop and exercise leadership for inclusion, using Grudnoff, Haigh, Cochran-Smith, Eil…