Increasing school leadership capacity to sustain improvement through action research

This action research (AR) case study explored the means to build teacher leadership capacity in sustaining school improvement efforts. A team of teachers and administrators explored strategies to increase teachers engagement and demonstrations of leadership practices. The primary focus of this study was to determine how administrators at the school can foster greater teacher leadership capacity and to determine any change in perception of leadership by teachers after the exercise. Through data collection and analysis of school surveys, demonstrations of teacher leadership rubric, perception surveys, and focus groups, the team used an action research methodology to broaden the enactment of leadership within the school. Based upon findings of this study (a) teachers need direct support to demonstrate effective participation in school improvement leadership, (b) participating in leadership develops skill and understanding of leadership practice, and (c) mutual engagement in leadership provides valuable development for teachers and administrators. Recommendations are (a) to replicate studies of this topic in the action research approach, (b) to extend the length of subsequent studies, and (c) to draw connections to school achievement data.