The concept of teacher leadership has been around for quite some time and still remains a hot

topic up to this day. The importance of leadership in schools have been increasingly highlighted

and researched, in the last decade (Cruz, et.al, 2014). Traditionally, leadership within schools was

reserved primarily for the principal. This is supported by Groon (as cited by Hermann, 2016),

traditional schools promulgate the mentality that leadership is a formal role that solely places

the principal or administrator in the position of decision-making. There is pressing need and a

sense of urgency among educational authorities to act for schools have been burdened with an

immense amount of responsibility coupled with unprecedented levels of accountability mandates

(Mangin & Stoelinga, 2010; Mihans, 2009; Singh, 2012). This resulted to a paradigm shift in the

educational sphere where schools have moved away from this singular leadership model to

shared leadership possibilities. Distributed leadership (often used synonymously or in conjunction

with shared leadership) occurs when more than one person assumes a leadership role and shares

administrative responsibility (Ross et al., 2016). According to Mujis (as cited by Neumerski, 2016),

shared leadership includes collaboration, empowerment, and shared agency where the belief is

that all participants are capable of leading.

As they enter the postmodern leadership theatrics, they recognize the need to define

the assumed leadership position of teacher leaders, and their numerous roles, both formal and

informal and leadership practice that plays a significant role of the school’s success. Cited by

Isaace (2011), teacher leadership research demonstrates that there may be a connection

between the teacher’s leadership style and student learning or performance (Cheng, 1994;

Pounder, 2008; Wallace, 2007; Yildirim, et al., 2008). Teachers’ self-esteem and satisfaction

increase along with motivation and retention in the profession (Katzenmeyer & Moller, 2001;

O’Connor & Boles, 1992;Ovando, 1996). Decreased teacher absenteeism (Sickler, 1988), and
improved attitudes towards teaching have also been documented (Mills as cited in O’Connor &

Boles, 1992).

In spite of growing research studies into various shared leadership models, Yilmaz & Beycioğlu (2017)
claimed that relatively less attention has been paid to the voice of elementary teacher grade leaders who
assume a wide range of roles from supporting pupils’ achievement, influence practice among their
colleagues and shape the culture of their school. The capacity for teacher grade leadership is
underrepresented and underexplored. This is a compelling time, as teacher grade leaders are rising
above expectations and are taking on greater responsibilities, fulfilling increased roles, and affecting
change both within and beyond their classrooms in meaningful ways.

Today, as the world face a new challenge, this pandemic put to test the dynamism of

education. They all become an eyewitness on how curricular reforms in the school system align

its modalities to the needs of the times and the varying needs, problems and interests of its

clientele. Needless to say, teachers are genuinely at the forefront of educational reform effort

and co-constructing perpetual change. Teacher grade leaders, specifically, posit to play an

essential role in this educational evolution. Their decision-making skills, how they manage

conflict situations, how they apply leadership and how adaptable they are to change translate in

either atrophy or success of the school. In order to be most effective, teacher grade leaders

must be knowledgeable regarding best practices in this changing system. With the plethora of

extra responsibilities, a teacher grade level leader must find the balance of their obligations

while simultaneously setting the school’s climate and navigating the school towards success.

In spite of growing research studies into various shared leadership models, Yilmaz & Beycioğlu (2017)
claimed that relatively less attention has been paid to the voice of elementary teacher grade leaders who
assume a wide range of roles from supporting pupils’ achievement, influence practice among their
colleagues and shape the culture of their school. The capacity for teacher grade leadership is
underrepresented and underexplored. This is a compelling time, as teacher grade leaders are rising
above expectations and are taking on greater responsibilities, fulfilling increased roles, and affecting
change both within and beyond their classrooms in meaningful ways.
Distributed leadership places decision-making power in the hands of those who are vested in the
education process, namely teachers (Gronn, 2002; Spillane, Halverson, & Diamond, 2001, 2004).

This is a compelling time, as teacher grade leaders are rising above expectations and are taking on
greater responsibilities, fulfilling increased roles, and affecting change both within and beyond their
classrooms in meaningful ways

Traditionally, leadership within schools was reserved primarily for the principal, but this paradigm has
shifted, and it is in the process of a transformation (

Rationale for the Study Being an effective leader means having the ability to look beyond daily
happenings and visualize a brighter future. Successful leaders work closely with those they lead and
through this collaboration, they are able to influence others to pursue common goals and achievements
for the good of the group (Fullan, 2007). By establishing trustworthy relationships, effective leaders are
successful at convincing others to follow and pursue a shared mission and vision (Marzano, Waters, &
McNulty, 2005). In addition to working closely with those they lead, school administrators have a
plethora of added responsibilities including handling parental and teacher concerns, completing ongoing
classroom observations, and dealing with discipline issues. Effective school leaders find a way to balance
their obligations while simultaneously setting the focus, culture, and direction of the school (Sigford,
2005). Needless to say, being a school leader is a challenging profession (Sheninger, 2011).

In spite of growing research into various shared leadership models, discussion on DL

has primarily been limited to the description of its characteristics (Jones, 2014). Furthermore,
while there are research studies that have explored the lineage of DL, relatively less attention
has been paid to the voice of elementary school teachers who assume a wide range of roles to
support their school and students’ success, shape the culture of their schools, and influence
practice among their peers (Harrison & Killion, 2007).
Seeing the scarcity of research in the field, this study, thus, aims to investigate
teachers’ views on DL in elementary schools in Turkey, where elementary school

In spite of growing research studies into various shared leadership models, Yilmaz & Beycioğlu (2017)
claimed that relatively less attention has been paid to the voice of elementary teacher grade leaders who
assume a wide range of roles from supporting pupils’ achievement, influence practice among their
colleagues and shape the culture of their school.

support their school and students’ success, shape the culture of their schools, and influence
practice among their peers (Harrison & Killion, 2007).
https://www.researchgate.net/publication/321161804_DISTRIBUTED_LEADERSHIP_BEHAVIOURS_AMO
NG_ELEMENTARY_SCHOOL_TEACHERS

Justification for Teacher Leadership Traditional school leadership places the principal in the position of
decision-making. Over time, schools have moved away from this singular leadership model to share
leadership possibilities. In fact, leadership must be shared, or distributed, to be effective (Gronn, 2000).
Shared leadership includes collaboration, empowerment, and shared agency where the belief is that all
participants are capable of leading (Muijs, 2003). There are many intended outcomes of teacher
leadership, including improving the quality of the workforce by diversifying teachers’ responsibilities and
providing incentives, creating new opportunities for professional development, improving school
performance by placing teachers in decision-making roles (Smylie, 1995), improving working conditions
(Blase & Anderson, 1995, as cited in Spillane, Halverson, & Diamond, 2004), and engaging all
stakeholders (Stone, Horejs, & Lomas, 1997).

Member Check Member checking is a process that allows the researcher to establish the validity of
participants’ responses (Creswell, 2012). By asking participants to check the accuracy of their responses
as well as the researcher’s interpretation of their responses, the researcher can be confident in the
conclusions drawn. In this study, the interviewed participants were asked to member check. Interviews
were audio recorded and transcribed into print by the researcher. Interviewees were presented with the
text and asked to review the content for thoroughness and accuracy. Participants were invited to add
any additional content that they felt was relevant to the topic

(case study for teavher saved…)

For these reasons, the time is right to examine what the literature reveals about this resurgence in
leadership and more specifically, about the concept of teacher leaders, including a better understanding
of who they are, what they do, and the impact that they have on the districts where they teach. A grand
challenge exists to tap into one of the greatest resources of all time in relation to leadership – a
challenge to include teachers as leaders in further capacities beyond the classroom