How Teachers Co-Construct Leadership in High-Need Schools: A Grounded Theory Study

Abstract

This article presents findings from a grounded theory study of how secondary teachers in high-need schools perceived their values and roles as they co-constructed leadership. The authors analyzed interviews with seven award-winning teachers and 10 award documents. The teachers perceived their leadership as connected to values of empowering and connecting with others, improving educational experiences for students, and innovating. The teachers’ perceptions of their values and roles contrasted with some of the purposes of their award programs. Findings provide insights about constructivist leadership theory, implications for teacher leadership training programs, and potential to support teacher leaders in high-need schools.

Keywords

teacher leadership leadership theory high need schools teacher awards constructivist leadership theory

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