Examining the Practice of Teacher Leadership Across Nevada: How Is Context Associated with Practice?

Authors

DOI:

https://doi.org/10.22230/ijepl.2025v21n3a1519

Keywords:

teacher leadership, educational context, equity, survey, teacher behaviours

Abstract

Teacher leadership (TL) is recognized as vital to creating effective schools with demonstrated benefits to principals, teachers, and students. Teacher leadership is defined in this study as teachers leading from within and beyond the classroom in both formal and informal capacities. TL can take the form of a variety of behaviours such as professional learning, the leading of professional development, collaboration, shared leadership, and equity leadership. While there are commonalities, the practical applications of TL can vary greatly from context to context. Even within specific policy contexts, TL can vary from school to school. This article analyzed the responses of 1,274 public school teachers in Nevada using the Survey of Teacher Leadership and shows patterns in the frequency of TL practices across contexts.

Author Biographies

Peter Wiens, University of Nevada, Las Vegas

Peter D. Wiens, PhD, is an Associate Professor of Teacher Education in the Department of Teaching and Learning at the University of Nevada, Las Vegas. He earned his PhD at the University of Virginia in Curriculum and Instruction. His research focuses on teacher experiences with teacher leadership and the development of instruments to further understand teacher leadership. ORCID: 0000-0002-1138-5079

KaaVonia Hinton, Old Dominion University

KaaVonia Hinton is a Professor in the Teaching & Learning Department at Old Dominion University in Norfolk, Virginia. She is also the co-editor, with Lucy E. Bailey, of the book series, Research in Life Writing and Education (Emerald Publishing). Email: KHintonJ@odu.edu  ORCID: 0000-0002-2326-3984

Ami Pritchard, University of Nevada, Las Vegas

Ami Pritchard is a Doctoral Student at the University of Nevada, Las Vegas. Ami is also an elementary school teacher in the Clark County School District. She focuses her research on mentoring and teacher preparation and experience with mentoring.

Downloads

Published

2025-10-03

How to Cite

Wiens, P., Hinton, K. ., & Pritchard, A. (2025). Examining the Practice of Teacher Leadership Across Nevada: How Is Context Associated with Practice?. International Journal of Education Policy and Leadership, 21(3), 20 pp. https://doi.org/10.22230/ijepl.2025v21n3a1519

Issue

Vol. 21 No. 3 (2025): Teacher Leadership

Section

Special Issue: Teacher Leadership

License

Copyright (c) 2025 Peter Wiens, KaaVonia Hinton, Ami Pritchard

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License. 

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.