Investigating teacher leadership in disadvantaged schools

This research aims to investigate the effect of teacher leadership on school development based on the views of teachers who work in socio-economically disadvantaged schools. The research was designed as a case study, one of the qualitative research methods. The participants of this study are teachers who work in socio-economically disadvantaged secondary schools. The Study group involves 25 teachers who work in Alaplı, Devrek, Çaycuma and Ereğli cities of Zonguldak province. Study's data was collected through a semi-structured interview form in interviews. The collected data was analyzed with a coding method. This part shows some results of the study according to the most dominating views of teachers. Teacher leadership is described under themes of distributed, educational and transformative leadership. According to teachers' views, teacher leaders give individual support, lead new situations, set and share goals and create a positive classroom climate. Teacher leaders are also supposed to be charismatic. A positive effect of teacher leadership on student achievement, student motivation, school climate and teacher motivation is expected in the aspect of school development. Factors like parents, the negative effect of colleagues, legislation, lack of school management's support, permission barrier and the unwillingness of students may prevent appearing of teacher leaders. Teachers think that training parents, determination of teachers and increasing occupational respectability can clear the way for teacher leadership. Support of school management, educative seminars, support of top management and a reward system can contribute to the improvement and support of teacher leadership.