0.4 Morrison, m., gosmire, d., & Van osdel, j. (july 2009).  (Page 2/9)

The purpose of this study is to investigate teachers’ and principals’ perceptions regarding the value of the ELCC standards and the practice of ELCC standards in schools. Our study examines perceptions according to gender, years of experience, and level of education. Simply put, which standards do both administrators and teachers think are most important and how are these standards part of administrative practice? The following research questions guided the study: (a) what are the perceptions of teachers and principals regarding the importance of the ELCC standards, (b) what are the perceptions of teachers and principals regarding the implementation of the ELCC standards in schools, and (c) what are the differences in teachers’ and principals’ perceptions of the importance and implementation of the ELCC standards based on gender, level of education, and years of experience in education?

Background

Fostering teacher leaders

The principal as the heroic leader has lead to the call for teacher leadership ( Avila de Lima, 2008; Muijs&Harris, 2007; Slater, 2005). This movement calls for collaborative process and shared decision making (Somech&Wenderow, 2006). Teacher’s participation in decision making is a contributor to student learning (Leithwood, Louis, Anderson,&Wahlstrom, 2004). The concept of teacher leadership teams requires attention and specific skills on the part of the principal.

The traditional administrator-teacher relationship was one of top-down management and perhaps more representative of a parent-child relationship. The importance of and need for collaboration, decentralized decision-making, professional learning communities, and teacher leadership are all examples of the vital role teachers play in school improvement. Meyer, as quoted in Hollander, (1992) explains, “Oversimplification of leadership roles and adherence to anachronistic models of leader-follower relationships have precluded consideration of the changing complexities and problems of organizations” (p.71). Hollander (1992) goes further to point out that “...our understanding of leadership is incomplete if we do not recognize its unity with followership. Leadership is a process, not a person” (p.74).

Teacher leadership teams add another dimension to the principal’s work. Mangin (2007) examined principals’ support across five schools districts in 15 schools and found “ a clear link between a principal’s knowledge, interaction, and support” (p.349) and successful facilitation of teacher leadership teams. The first step in building school leadership teams is to create a shared understanding of common and values (Caron&McLaughlin, 2002; Mangin, 2007: Printy&Marks, 2005).

Marshall and Spencer (1999) examined the shared understandings of the ISLCC standards by both teachers and administrators in Alabama. The findings indicated that similar priorities are held by both school administrators and teachers; however, there was a significant difference (at the .05 level) regarding the management standard with administrators viewing management as more important (Marshall&Spencer, 1999). These Interstate School Leaders Licensure Consortium (ISLCC) professional standards have now been replaced with new professional standards which are used to communicate the knowledge base in educational administration and to guide administrative training and practice. It would be instructive to learn how the new professional standards that guide administrative training and practice are perceived and implemented by practicing teachers and administrators.