Teacher leadership has noticeable factors that enhance teacher leadership in schools (Ngcobo, 2011). Literature has different clarifications in so far as these noticeable aspects are concerned (Ngcobo, 2011). The main factors for successful teacher leadership according to Troen and Boles (1994) include understanding the school culture, collaboration and support from school principals.
The key factor in the enhancement of teacher leadership in schools according to Grant (2008) is the current school culture which should be done by developing teacher leadership by practising distributed leadership by school principals where teachers are able to have their opinions received and where school principals provide teacher leaders chances to lead. There are many factors which
23 promote and encourage teacher leadership. To follow are few factors that different scholars and advocates of teacher leadership have observed.
2.9.1 The school culture
The key important factor in the enhancement of teacher leadership in schools is the existing school culture. Schools should develop a culture of teacher leadership and distributed leadership where teachers are able to have their voices heard and where school principals are able to give them opportunities to lead (Harris,2004 ; Harris and Muijs, 2005 ; Singh 2007 & Grant, 2008). Culture is a very significant factor because it determines whether teacher leadership occurs or not in the school. If it is within the school culture to allow teachers to engage themselves in teacher leadership, it then occurs smoothly. That arouses interest amongst educators to embark on leadership roles in their school because they see it as being recognised and accepted. This culture produces confident teacher leaders who will come with new initiatives. It will produce teacher leaders who can identify opportunities and roles, leading to teacher leaders who have a good vision about their school. It is through this culture that the teachers will be able to strive to move their school and put it at another point because of the leadership roles they play. It is through this culture that the school will produce representatives who will be brave enough to market their school. This culture will create teachers who are extended professionals (Hoyle, 1980). The extended professionals are those teachers who grab any leadership role opportunity and utilise it for personal development and for the benefit of the school. The school culture should be in support of teacher leadership in order for it to happen.
2.9.2 Collaboration
Collaboration among teachers has been found to be a necessary component of school improvement and change as well as a contributory factor to teacher leadership (Little, 1995). The shared goals and values at the core of teacher leadership are also an important influential factor in promoting teacher leadership (Hargreaves (1991). Research has shown that effective schools place emphasis upon the teaching and learning process and invest in teacher development time. Smylie (1995) points out that teacher leadership can improve teacher effectiveness in a number of ways. For him, the emphasis on continuous learning and excellence in teaching can improve the quality of teachers, while the emphasis on spreading good practice to colleagues can lead to increasing the expertise of
24 teachers throughout the school. The increased expertise and confidence of teachers, coupled with the greater responsibilities vested in them, will make teachers more willing to take risks and introduce innovative teaching methods, which should have a direct positive effect on teacher leadership. Katzenmeyer and Moller (2001) suggest that empowering teachers through teacher leadership improves their self-efficacy in relation to pupil learning. A study by Ovando (1994) found that when teachers took on leadership roles it positively influenced their ability to innovate in the classroom and had a positive effect on student learning outcomes. In the South African school context the task of the management team is to unearth the potential and expertise of teachers interested in taking on leadership roles outside their classrooms. By so doing, the staff can work collaboratively towards whole school development and effectiveness. However, in the school in which collaborative practices were well established, responses to teacher leaders proved to be more positive and strong peer networks are a key source of support for teacher leadership.
2.9.3 Support from school principals
School principals play a key role in developing and motivating teachers to take up leadership roles as suggested by Fullan (1991, p. 10) that “good leaders foster leadership at other levels.”
Harris and Lambert suggest that “leadership of the head is still the most vital and urgent form of intervention” (2003, p.37). Similarly, Buckner and Mc Dowelle (2000, p. 134) found that to support teacher leadership in schools, “principals need to encourage teachers to become leaders.” Principals of schools need to help teachers to develop leadership skills and provide positive and constructive feedback within the practice of leadership. Murphy (2005) and Barth (2001) hold similar views on the enhancement of teacher leadership. They see the school principal as having the greatest influence on teacher leadership in schools and are crucial to the health and performance of teacher leaders. This is because “heads set the climate for change, they enthuse others to take responsibility for change and development” (Harris and Lambert, 2003, pp.37-38). Within schools, principals need to provide the infrastructure to support teacher leadership. Echoing this, Davidoff and Lazarus (1997) suggest that it is the school principal, who must support and encourage from within, and recognise the intrinsic worth of all people in the school. This highlights the importance of school principals creating opportunities to lead that will enhance teacher expertise. In line with this view, Barth (2001) notes that a principal’s greatest challenge is one of tapping teachers’ expertise and experience to facilitate enlightened decisions. Slater (2008) indicates that as school principals share their leadership roles and their loads, the success of their performance will be determined by their
25 ability to inspire a culture of empowerment by acting as Hero-makers rather than heroes. Senge (1990) holds the view that people, will excel not because they are told to do something, but because they genuinely want to. Harris and Lambert (2003, p. 47) state that “the head that enables teachers to build their own informal authority and demonstrate leadership behaviours will generate leadership capacity.” Therefore, in my opinion, it is important that teacher leaders are empowered, respected and valued for their work, knowledge and experience that they add to the school as they go an extra mile in achieving quality teaching and learning. However, I am also of the view that not only school principals but teacher leaders themselves are a source of their own empowerment and support of teacher leadership within the school. Having highlighted factors enhancing teacher leadership, challenges that need to be overcome are discussed below.