A teacher’s self-efficacy as an instructional leader has been found to be strongly and positively associated with improving instructional practice, asking parents for their involvement, communicating positive expectations for student learning, and being willing (and able) to innovate successfully in the classroom (Woodcock et al., 2022). More opportunities to lead add to each other and result in greater success for instructional leaders. Teachers are more likely to stay in the classroom and feel invested in their professions and schools if they report having more autonomy and control over school regulations (Khanshan & Yousefi, 2020).
The biggest feat growth increases were obtained by students of less experienced teachers who had access to the most accomplished colleagues. It goes without saying that these teachers had the most room for improvement. However, this study suggests that the “master” professors they collaborated with are sharing their knowledge with their peers (Iraola et al., 2024). As instructional and school leaders, teachers look for new ways to improve their teaching, but they are frequently discouraged by regulations that force them out of the field. Occupational norms and organizational structures in their schools have historically restricted teachers who have sought innovative or leadership roles within the teaching profession (Wenner & Campbell, 2016). Although instructional leadership roles for teachers have grown recently, the potential influence of teacher leaders on peers is limited by administrative resistance and school cultures that require teachers to maintain strictly egalitarian working relationships. However, in other countries (like Japan), lesson studies, where teachers collaborate to develop specific classroom strategies and critically evaluate each other’s practices, have been found to be drivers of higher student achievement gains (Kim & Lee, 2019).
Teacher leadership can be problematic, particularly when it comes to peer review when teachers provide their colleagues with critical and high-stakes feedback. Teachers are more likely to stay in the field if they are given the authority to lead inside their schools. More important than the style of leadership is the leadership of teachers. Indeed, based on their specific skill sets and personalities, instructors’ chosen leadership philosophies are probably going to differ greatly (Zhang, 2023).

REFERENCES

Iraola, E. A., Romero, G. R., & Millera, M. J. (2024). Dialogue among educators: Rethinking and recreating scenarios of cooperative and inclusive learning. International Journal of Educational Research Open, 6, 100322. https://doi.org/10.1016/j.ijedro.2024.100322
Khanshan, S. K., & Yousefi, M. H. (2020). The relationship between self-efficacy and instructional practice of in-service soft disciplines, hard disciplines and EFL teachers. Asian-Pacific Journal of Second and Foreign Language Education, 5(1). https://doi.org/10.1186/s40862-020-0080-8
Kim, T., & Lee, Y. (2019). Principal instructional leadership for teacher participation in professional development: evidence from Japan, Singapore, and South Korea. Asia Pacific Education Review, 21(2), 261–278. https://doi.org/10.1007/s12564-019-09616-x
Podolsky, A., Kini, T., & Darling-Hammond, L. (2019). Does teaching experience increase teacher effectiveness? A review of US research. Journal of Professional Capital and Community, 4(4), 286–308. https://doi.org/10.1108/jpcc-12-2018-0032
Wenner, J. A., & Campbell, T. (2016). The theoretical and empirical basis of teacher leadership. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
Woodcock, S., Sharma, U., Subban, P., & Hitches, E. (2022). Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices. Teaching and Teacher Education, 117, 103802. https://doi.org/10.1016/j.tate.2022.103802
Zhang, S. (2023). The influence of Teachers’ Classroom Transformational Leadership on Chinese College students’ English Learning—Taking the Flipped Classroom as an example. English Language Teaching and Linguistics Studies, 5(3), p371. https://doi.org/10.22158/eltls.v5n3p371