View in EDS

Who Can Lead Schools? Differences in Perceived Teacher Leadership Opportunity in Georgia (USA)

Saved in:
Bibliographic Details
Title: Who Can Lead Schools? Differences in Perceived Teacher Leadership Opportunity in Georgia (USA)
Language: English
Authors: Jeffrey Keese (ORCID 0000-0001-5065-8239), Gale Neal, Karen Terry
Source: Journal of School Leadership. 2026 36(1):92-115.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Teacher Leadership, Teacher Attitudes, Administrator Attitudes, Certification, Teacher Characteristics, School Administration, School Districts, Charter Schools, Private Schools, Educational Administration, Elementary School Teachers, Middle School Teachers, High School Teachers, Coaching (Performance), Instructional Leadership, Principals, Assistant Principals, Sex, Race, Educational Attainment, Teaching Experience, Teacher Administrator Relationship
Geographic Terms: Georgia
DOI: 10.1177/10526846251369088
ISSN: 1052-6846
Abstract: Using the Teacher Leadership Inventory, a validated instrument, responses from teachers and school administrators were collected from across the state of Georgia (USA) regarding perceived teacher leadership opportunities measured across four sub-scales: Sharing Expertise, Sharing Leadership, Supra-Practitioner, and Principal Selection. As one of the few U.S. states that have formalized teacher leadership with both standards and credentialling, Georgia is an important setting within which to measure opportunities to utilize this domain of practitioner expertise. One-way ANOVAs and non-parametric equivalent tests using response data to the survey revealed statistically significant differences between how teachers and their supervising administrators perceived opportunities for teacher leadership with teachers perceiving significantly less opportunity than did school administrators. Additionally, sub-scale survey responses reveal that school administrators perceive that campus principals are less influential at making room for teacher leadership than the teachers report. Subgroups of teachers created using the attainment of teacher leadership credentials as well as individual and campus demographic variables were also examined but significant differences were largely not present. The exception to these null results concerned the Principal Selection sub-scale with male teachers and those without a master's or lower degree believing that principals exerted less influence in creating teacher leadership opportunities than their female and more highly educated counterparts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492968
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1492968
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Who Can Lead Schools? Differences in Perceived Teacher Leadership Opportunity in Georgia (USA)
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jeffrey+Keese%22">Jeffrey Keese</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5065-8239">0000-0001-5065-8239</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gale+Neal%22">Gale Neal</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Terry%22">Karen Terry</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Leadership%22"><i>Journal of School Leadership</i></searchLink>. 2026 36(1):92-115.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 24
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22School+Administration%22">School Administration</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Schools%22">Private Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Assistant+Principals%22">Assistant Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Administrator+Relationship%22">Teacher Administrator Relationship</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10526846251369088
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1052-6846
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using the Teacher Leadership Inventory, a validated instrument, responses from teachers and school administrators were collected from across the state of Georgia (USA) regarding perceived teacher leadership opportunities measured across four sub-scales: Sharing Expertise, Sharing Leadership, Supra-Practitioner, and Principal Selection. As one of the few U.S. states that have formalized teacher leadership with both standards and credentialling, Georgia is an important setting within which to measure opportunities to utilize this domain of practitioner expertise. One-way ANOVAs and non-parametric equivalent tests using response data to the survey revealed statistically significant differences between how teachers and their supervising administrators perceived opportunities for teacher leadership with teachers perceiving significantly less opportunity than did school administrators. Additionally, sub-scale survey responses reveal that school administrators perceive that campus principals are less influential at making room for teacher leadership than the teachers report. Subgroups of teachers created using the attainment of teacher leadership credentials as well as individual and campus demographic variables were also examined but significant differences were largely not present. The exception to these null results concerned the Principal Selection sub-scale with male teachers and those without a master's or lower degree believing that principals exerted less influence in creating teacher leadership opportunities than their female and more highly educated counterparts.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1492968
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1492968
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/10526846251369088
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 92
    Subjects:
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Certification
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Educational Administration
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Assistant Principals
        Type: general
      – SubjectFull: Sex
        Type: general
      – SubjectFull: Race
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Administrator Relationship
        Type: general
      – SubjectFull: Georgia
        Type: general
    Titles:
      – TitleFull: Who Can Lead Schools? Differences in Perceived Teacher Leadership Opportunity in Georgia (USA)
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jeffrey Keese
      – PersonEntity:
          Name:
            NameFull: Gale Neal
      – PersonEntity:
          Name:
            NameFull: Karen Terry
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1052-6846
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of School Leadership
              Type: main
ResultId 1