This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student…

Much prior scholarship in K-12 teacher leadership is agnostic to teachers' disciplinary areas and centrally focuses on how teachers' instructional expertise is utilized for leadership activities solely within their school. However, there are teacher leaders who engage in leadership by influencing policy development and implementation at larger…

Leadership for learning has emerged as a framework that subsumes the core characteristics of instructional leadership, transformational leadership, and distributed leadership. It acknowledges that leadership responsibilities are shared across stakeholders, inviting wider sources of leadership. If leadership for learning conceptualizes leadership…

Teachers' professional learning is closely connected to and dependent on different leading practices. Teachers professional learning is regarded as a key factor in successful school development, and development leaders at different levels are assigned to provide for and support such learning. However, the connection between leading and learning…

Purpose: A core challenge for leaders for deeper learning is scaling promising practices to provide students with systematic access to deeper learning experiences. This case illuminates how a group of researchers organized professional learning activities around conferring, a promising deeper learning practice. Design/methodology/approach: The…

Teacher leadership is a critical aspect of school change while there is lack of a consistent definition for it. This examines teacher leadership conceptualization and its associated outcomes. The review of 33 articles published 2018-2023 focused on teacher leadership in K-12 setting, found that many authors relied on established definitions, with…

This phenomenographical study examined 10 American science, technology, engineering, and mathematics (STEM) teacher leaders' (TL) conceptions of and activities in STEM education advocacy before and during the coronavirus disease 2019 (COVID-19) pandemic. Data collection consisted of semi-structured interviews conducted via online conferencing…

This study aims to explore the understanding and actualization of teacher leadership among teachers and principals in the school development process. Teacher leadership is considered a powerful concept by providing teachers with the opportunity to contribute to sustainable school development by supporting professional development among their…

Purpose: The authors of this study examined how four leadership teams participating in a year-long deeper learning leadership academy understood and adapted key practices for change leadership, deeper learning and equity in their PK-12 schools. Design/methodology/approach: This multiple-site case study used interviews, observations and documents…

Purpose: Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who…

Building on the research about assessing teachers' leader identity, we were curious to understand how K-12 school principals perceive teachers as leaders. We used a survey research design to gather quantitative and qualitative data from K-12 school principals. We could not find any extant surveys aligned with our research focus; thus, we designed…

Comprehensive reviews of empirical research on teacher leadership have revealed that this body of research remains grounded in what might be described as, at best, a weak theoretical base. This article seeks to address this by proposing a theoretical framework based on social learning theory, communities of practice, and identity and iterated…

The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences…

Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner's reflections. Semi-Structured interviews with six qualified Forest School…

Exemplary science, technology, engineering, and mathematics (STEM) learning has been challenging to identify and replicate. Drawing on STEM literature by school level and an analytic framework for collective leadership, this multiple-case study of five exemplary STEM schools compares conditions, barriers, and variations by school level. Over 2…