Teacher Leaders: Self-Perceptions and Training Needs

Through programs that honor excellence in the classroom, our country has sought to recognize exemplary classroom teachers and the impact they have had on the lives and minds of children. Once recognized, these Teachers of the Year, National Board Certified Teachers, and Milken Educators often find themselves propelled into leadership roles. By virtue of their excellence in the classroom, they are considered teacher leaders. Within their schools they are asked to mentor new teachers, lead school improvement efforts, or provide professional development for their colleagues. Suddenly, newspaper reporters call to seek their opinion on education issues, and policymakers tap them to serve on state or national committees. In most cases, these accomplished teachers assume these roles with little or no preparation, and with varying degrees of confidence and success. 

In February 2003 the Center for Teacher Leadership (CTL) at Virginia Commonwealth University School of Education conducted a survey of recognized teachers to determine their perceptions of themselves as leaders and their training needs. The survey was administered on-line to a purposeful sample of Teachers of the Year, National Board Certified Teachers (NBCTs), Milken Educators, and other recognized teachers through established teacher leader listservs and networks. 

A survey link was sent to approximately 300 teachers who are members of the National Teacher Forum listserv, the Virginia Teacher Forum listserv, the National Board for Professional Teaching Standards Network Advisory Committee, and the Southeastern Virginia NBCT Network. One hundred and seventy-nine teachers responded to the survey. Virginia ’s teacher leaders were over sampled, but 37 states had at least one respondent, typically a state Teacher of the Year. National Board Certified Teachers comprised 102 of the respondents and 92 of the respondents were Teachers of the Year. Ninety-eight of the respondents had received other awards for excellence in the classroom (e.g., Milken Educator, Presidential Math and Science Awardee, and Disney American Teacher). Because many of the teachers had earned multiple awards, these totals exceed 179. 

Key Survey Findings - Powerpoint Presentation

Recognized teachers are confident about themselves as teacher leaders. Overall, recognized teachers consider themselves leaders. Ninety-seven percent consider themselves teacher leaders, and 96 percent believe that others see them as leaders. Eighty-two percent say they have a clear definition of “teacher leader,” despite the fact that their definitions varied tremendously. 

These strong figures, however, mask some major differences. Throughout the survey when the responses for “agree” and “strongly agree” are combined on survey items, the results depict teachers who are confident of themselves and their knowledge and skills as leaders. However, when one looks at the strength of their responses to specific items, a different picture emerges. For example, while 97 percent of respondents consider themselves teacher leaders, only 60 percent strongly agree with that assessment. Only 58 percent strongly agree that others view them as leaders, and only 37 percent strongly agree that they have a clear definition of “teacher leader.”

Teacher leaders, however, lack confidence in key areas. While recognized teachers strongly agree that they have the knowledge and skills to mentor new teachers (69 percent), write curriculum (54 percent), and provide professional development to other teachers (47 percent), they lack confidence in some key areas. Only 14 percent strongly agree that they are knowledgeable about the No Child Left Behind Act. Only 11 percent feel they are knowledgeable about the needs of educational policymakers and skilled at discussing policy with them. Even fewer (10 percent), feel they are knowledgeable about their state’s procedure for adopting educational policy.

Recognized teachers believe that the most important role of a teacher leader is to be an advocate for students and the teaching profession. When provided a list of common characteristics of teacher leaders as identified in the literature, 89 percent of respondents strongly agree that teacher leaders must be advocates for students and the teaching profession, the highest percentage of any of the items. When those who agreed with this statement are included, 99 percent of all respondents feel that the most important role of a teacher leader is to be an advocate for students and the teaching profession. Among the other highly ranked statements were: Teacher leaders must possess strong communication and listening skills (81 percent strongly agree); teacher leaders must be articulate about their teaching practice (80 percent strongly agree); teacher leaders must be excellent teachers (70 percent strongly agree); and teacher leaders much be knowledgeable about current education issues (64 percent strongly agree). 

There is a disconnect between the perceived role of teacher leaders and the skills needed to successfully fulfill that role. While 89 percent of all respondents strongly agree that teacher leaders must be advocates for students and the teaching profession, only 37 percent strongly agree that teacher leaders need to understand how public opinion is shaped, how policy is created, and how to insert the teacher’s voice into that process. Only 31 percent strongly agree that teacher leaders need to know how to work with policymakers, and only 33 percent strongly agree that teacher leaders need to know how to work with the media. These results show a disconnect between what recognized teachers perceive as their most important leadership role and the skills needed to be successful in fulfilling that role. To be successful, teacher advocates must understand how policy is made and how to work effectively with policymakers and the media.

Recognized teachers want to be engaged in policymaking. Teachers recognize that they have a perspective on educational issues that policymakers cannot get from anywhere else. They also recognize that their perspective is rarely sought. When asked to identify the top three areas in which they have not served as leaders, but would like to serve, these accomplished teachers chose most often (1) advisor to policymaking group; (2) teacher recruitment; and (3) educational policy and issues. Ninety-five percent of respondents chose one of these three areas. 

Recognized teachers want training to help them become effective in the policy arena. While accomplished teachers want to be engaged in the policy arena, they also recognize that they do not have the knowledge and skills to be effective. When asked to identify the top three aspects of teacher leadership for which they need additional training, the respondents selected (1) understanding educational policy and issues (65 percent); (2) working collaboratively with educational policymakers (64 percent); and (3) interpreting educational research (40 percent). Every respondent chose understanding educational policy and issues or working collaboratively with educational policymakers as one of the areas in which they need training.

The results of the CTL survey reveal an enormous untapped leadership potential among the nation’s most accomplished teachers. Outstanding teachers want to be leaders, but they know that they need training, especially in the policy arena. Unless these exemplary teachers are provided leadership opportunities and appropriate training to develop the skills they need to be effective leaders, calls for teacher leadership will be more rhetoric than reality, and teachers will continue to be the most underutilized resource for change and improvement in American education.