NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNALVOLUME 25, NUMBERS 1 & 2, 2011-2012

Impact of School Leadership on Teacher's ProfessionalGrowth: Teacher Perception of Administrative Support

Stuart Yager, PhDWestern Illinois University

Jeffrey Pedersen, PhDConnecting Learning Assures Successful Students

Robert E. Yager, PhDUniversity of Iowa

Rene Noppe, EdDWestern Illinois University

ABSTRACT

This study focuses on the understandings twenty-six teachers developed from tenelementary schools concerning how school leadership has affected the process ofimplementing professional development initiatives. Teachers rarely identifiedprincipals as co-learners alongside their teachers. Teachers reported a lack of trustamongst the staff; perceived their principal as not committed to the initiative; andmentioned few leadership support systems. Prior research on barriers of shareddecision making was compared. Findings suggest that such barriers are present inseveral schools.

More now than ever before, educators are being challenged wdth higher demandsand requirements in preparing our ñiture generations for the 21^' century. Educatordevelopment is a major concern in our current school system. Professional developmentfor teachers is a key focus in school transformation efforts. School transformation intoday's educational system is dependent, in part, by how well teachers work togetherwith their principal and colleagues (Louis, Leithwood, Wahlstrom, & Anderson, 2010).Recent research has focused on the role of the school principal and other site-based

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STUART YAGER, JEFFREY PEDERSEN, ROBERT E. YAGER, and RENE NOPPE

leaders in the implementation of professional development initiatives (Pedersen, Yager,& Yager, 2010). Principals play a key role in supporting and encouraging teachers'professional development needs. Successful principals establish the work conditions thatenable teachers to be better teachers. The ability to share with others and collaborate forthe purpose of providing instruction conducive to enhance student development is criticalgiven the many demands that are being put upon the system. Studies have reportedspecific leadership characteristics present in schools where professional developmentinitiatives have quality levels of implementation (Yager, Pedersen, & Yager, 2010).

Enabling teachers to work with colleagues and building administrative leaders canbe extremely challenging yet vitally important for successful implementation ofprofessional development initiatives (Burrello, Hoffman, and Murray, 2005). Much ofthis facilitation is dependent upon the principal and other school administrators beingflexible and accommodating by providing collaborative work time; being an importantpart of the learning process; and being open to the diffusion of leadership roles.

Distributing leadership within a school and teachers engaged in collaborativelearning during professional development initiatives are attributes that will serve schoolsystems well in creating a positive school-wide climate and culture built upon commonlanguages, beliefs, and values that establish a level of excellence in student preparation(Louis, et al., 2010). In order to increase the depth of implementation of professionaldevelopment initiatives focused on pedagogy and improvements in student learning, adistributed leadership framework involving multiple learning-centered leaders has beenreported to produce positive effects (Sherer, 2004). Only a few studies provide bothqualitative and quantitative evidence regarding the impact of distributed leadershippractices on the implementation of professional development initiatives designed toimprove school effectiveness and student achievement (Copeland, 2003; Harris, 2004;Leithwood et al., 2002). Additionally, there has been a call to explore the actualbehaviors and influences associated with core leadership practices that occur withdistributed leadership frameworks (Louis et al., 2010). This study focuses on providingresearch results for this call by examining the relationship between distributed leadership,collaboration among teachers and administrators, and school improvements throughprofessional development initiatives.

Methods and Procedures

This qualitative study focuses on the understandings of twenty-six teachers fromten elementary schools in the Midwest concerning how school leadership has affected theimplementation of school-wide professional development initiatives. The teacherssurveyed were attending a week-long summer professional development workshop in theMidwest of the United States. Attendance to the workshop was not mandated; rather itwas volimtary participation by the teachers during their summer break.

The workshop was hosted by C.L.A.S.S. Education, Connecting Learning AssuresSuccessful Students, a non-profit organization serving K-12 educators and administrators.The C.L.A.S.S. Model represents a systemic approach and philosophy aligned withacademic mastery, character building, and positive social interactions for studentpreparation in the workforce.

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STUART YAGER, JEFFREY PEDERSEN, ROBERT E. YAGER, and RENE NOPPE

Prior to the start of the workshop, the teachers were sent an invitation toparticipate in an online pre-workshop survey. The survey was designed using a set ofopen-ended questions regarding their perception of how the leadership in their schoolsupported professional development initiatives and what, if anything, the leadership coulddo to improve their support. Leadership was deñned as the principal and, whenapplicable, the leadership team within the school.

Results

Griffin (1995) suggests that the school culture plays a critical role in howeffectively and efficiently school improvement can occur. In each of the teacherresponses, school culture was investigated as a context in understanding the impact ofleadership including distributed leadership, collaboration, and team learning in eachschool.

This study identifies common themes present in the teacher responses and howthe presence and absence of these themes affected the school climate, as well as staff andstudent development.

It is within this context that teachers described how their school leadership hadand had not established a school culture of trust and non-threatening environments thathelped or hindered the implementation of professional development initiatives.

Leslie (all names used in this report are pseudonyms), a teacher surveyed for thisstudy described her school's environment this way:

"We collaborate frequently to share ideas and suggestions to make the best learningenvironment we can. Other grade levels give suggestions and feedback on how we canimprove learning strategies for our children."

Juxtaposed is William's explanation of the environment in his school:

"At the current time, the environment is more divisive. Staff is spending more timecutting each other down when offering creative solutions than collaborating."

Four themes evolved as critical components in successfully implementingprofessional development initiatives: Principal is a Co-Learner with the Teachers:Teacher Leadership Team is a Critical Support Mechanism; Professional Growth isNurtured Through Adequate Time; and School Staff is a Team that Trusts Each Other.Prior research identifies these themes in similar studies (Yager, et al., 2010).

Principal is a Co-Learner with the Teachers

Results suggest that the principal's leadership plays a crucial role in the successfulimplementation of professional development initiatives. A leading factor contributing tothis success was described that the principal was a co-Ieamer along with the teachers; thatthe principal was not only present at the coaching and training sessions, but was activelyengaged and participating as a learner with the teachers. Crowther (2009) describes this

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STUART YAGER, JEFFREY PEDERSEN, ROBERT E. YAGER, and RENE NOPPE

new roJe for the principal as one that fosters communities of people working together sothat their collective intelligence results in creation of new knowledge that in turnenhances classroom instruction.

Results indicate that only 23% of the teachers surveyed stated that their principalplayed a supporting role in their professional development and participated alongsideteachers during professional development. Sam stated that:

"Our principal sees the positive effects of professional development in C.L.A.S.S.because she attends the workshops with us. She implements is into her dailyannouncements, and assemblies. It makes a BIG different when she is supporting whatwe see as important. She sees the importance because she's learning alongside us!"Other teachers stated similar explanations:

"Having a leader that gets excited about what you are excited about and helps to promotecontinued learning."

"Our principal is a wonderful leader. He always finds ways to help keep morale up andbring new ideas to the teachers. Whenever a seminar is available for us, he always getsthe information to us. He's a good example because he attends them as well."

"Our principal supports and believes in what we do. He learns with us."

This type of alignment is referred to as team learning (Senge, 1990). When a teambecomes more aligned, a commonality of direction emerges and individuals' energiesharmonize. There becomes less wasted energy and the staff begins to develop acommonality of purpose, shared vision, and an understanding of how to complement oneanother's efforts.

Teachers indicating a lack of leadership presence as a co-learner described it thisway:

"Our current administration rarely participates in the professional developments anddoesn't do what we are being taught. I'm not sure she knows what professionaldevelopment is."

"Leadership had no follow through after several requests for professional development. Imade specific requests to our principal to have someone from C.L.A.S.S. come to us andeven gave contact information for a certain person. Leadership made no effort."

Teacher Leadership Team is a Critical Support Mechanism

Results indicate that 75% of the teachers surveyed stated that their leadershipteam consisting of teachers from their building was the key in planning professionaldevelopment for the school. In only a few cases, the principal was listed as a member ofthe leadership team. In some schools a formal teacher leadership team existed and wascomprised of teachers from each grade level. In other schools an informal teachers

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STUART YAGER, JEFFREY PEDERSEN. ROBERT E. YAGER, and RENE NOPPE

leadership team was in place and, yet informal, assisted the leadership in makingdecisions. The functions of the teams were described by two teachers this way:

"The leadership within our building is made up of teachers, counselors and support staffand together, they always are a part of the planning of professional developmentinitiatives. After hearing what others go through, I wouldn't trade my administrator foranyone else!"

"Our support team helped plan for the start of the year and was part of our PD throughoutthe year. While our principal plans the agenda, most often it is our staff that brings thePD."

The effects of the leadership teams were found to be a positive support system forthe teaching staff. A possible explanation for this success is that the leadership teamstructure gives regularity and stability to human behavior in a system and provides theopportunity to predict, in part, the behavior of individual members of the school system,including the adoption of new professional development initiatives (Rogers, 1995).

One teacher reported a different relationship with school leadership describing it thisway:

"Our school is like a ship moving across the waters without a captain. Our principalmakes decisions, but allows the staff to badger her until she backs down and changes hermind. It reminds me of children who throw tantrums imtil they get their way."

Reeves (2010) suggests that successful teaching depends upon teacher leaderswho provide feedback to help their colleagues and who receive feedback on the impact oftheir support.

Professional Growth is Nurtured Through Adequate Time

Adequate time for individuals is a critical factor that needs considerable attentionwhen implementing professional development initiatives. The teachers involved in thechange process range from innovators who are described as active information seekersabout new ideas and who are likely to be the first to adopt a new idea, to what Rodgers(1995) describes as laggards who are generally suspicious of any change and are oftenpeople who need additional time for buy-in.

Most teachers surveyed described their principals as not fully supportive of theinitiative and lacking leadership skills on how to support the staff in implementing thenew strategies. Only 30% of the teachers stated that they had time to learn throughprofessional development opportunities. Most believed that being given adequate time forprofessional development was essential. These teachers focused mostly on the lack oftime to learn and implement professional development initiatives. Three teachersdescribed it like this:

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STUART YAGER, JEFFREY PEDERSEN, ROBERT E. YAGER, and RENE NOPPE

"I feel that our leadership and staff are very concerned with the amount of time spent onprofessional development and limiting it to contract hours. Sometimes this is to thedetriment of the ability to grow as a professional. I would like to see more enthusiasm putinto professional development and would like to see it wrap around to everything we doinstead of it limiting to one day a week after school."

"Professional development has all but disappeared since schools lost the ability to usehalf days for it. Our administrators simply do not know how to work it into the schedule.Teachers have requested certain presenters, but no visible efforts have been made toarrange these professional development experiences. We need more time."

"Professional development is lacking in our school and in schools all over the state. Ibelieve much of this is due to the initiatives of the Department of Education at the statelevel. I would like to see more professional development sessions that are reallybeneficial, not just a "time filler" on Tuesday afternoons. I feel that the majority of thosetimes have been wasted and could have been put to better use by just working in myclassroom."

School Staff is a Team that Trusts Each Other

A prominent barrier described by the teachers is the lack of trust amongst theentire staff and administration. This lack of trust creates suspicion of integrity, agendas,and capabilities and becomes very difficult to communicate effectively. In a low trustenvironment, you can be very articulate and still be misinterpreted due to suspicion(Covey, 2006).

Results indicate that only 52% of those surveyed stated they believe there is trustbetween principal and teachers, among the teachers, as well as positive staff collaborationand cohesiveness in their building. Bob describes his school like this:

"Our Building Administrator has created and nurtured a building of distrust. She uses andpits people against one another. She protects the less adept teachers because they are herpuppets and building tattletales. They will also go along with anything and everything shedictates regardless of the absurdity to keep their jobs. Everyone knows this and as a resultthose teachers aren't valued or truly respected as a result. Amazingly enough thoseteachers are clueless and think they are all that and more! The Building Administratorcreates a Junior High cliquish atmosphere. She also treats the grade levels unfairly due tothis as well. She manipulates the puppets totally. None of this bodes well with the truededicated professionals that do their jobs day in and day out and achieve positive results.The other teachers are afraid to speak up or voice their feelings or opinions for fear ofretaliation."

Roxanne stated:

"The leadership feels non-existent. When the principal wants to make a decision, (s)hedoesn't stand firm. Change isn't easy for anyone, especially educators, but we need to beintentional in what we are doing to make change happen. Data should drive our

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STUART YAGER, JEFFREY PEDERSEN, ROBERT E. YAGER, and RENE NOPPE

initiatives; PD should be intentional and meaningful. We should be using the PD times tocollaborate, discuss, strategize and plan ways we can effectively change processes andpractices to improve what we do and positively impact student achievement."

Trust greatly affects how teachers communicate and share with each other whichsignificantly impacts the effectiveness and efficiency of how professional developmentinitiatives are diffused throughout the school (Pedersen et al., 2010). Trust is one thingthat is common to every relationship, team, and organization that if developed andleveraged, can have a potential impact to create unparalleled successes and prosperity inevery dimension of life (Covey, 2006). Barbara, a surveyed teacher, describes it like this:

"We collaborate frequently to share ideas and suggestions to make the best learningenvironment we can. Other grade levels give suggestions and feedback on how we canimprove learning strategies for our children. We trust each other!"

This type of trust and communication is described by Rodgers (1995) as opennesswhere two or more individuals become willing to share their thinking and are susceptibleto having their thinking influenced by others. Openness has great benefits where theindividuals gain access to deeper understandings that otherwise would not be accessible.

Discussion/Conclusions

Researchers have discussed the important role leadership plays in supportingteachers' professional development needs (Lindstrom, P. & Speck, M., 2004). Studieshave suggested that trust by teachers in the school leadership is not essential to transforma school (Louis et al., 2010). However, results from recent research and this studyindicate that trust in leadership is not only appreciated but key to the school-wideimplementation of professional development initiatives (Yager, et al., 2010). Schoolleaders have a significant influence on teachers' classroom practices through their effortsto motivate teachers and create workplace settings compatible with instructional practicesknown to be effective (Louis et al., 2010). Additionally, this study supports the notionthat giving teachers adequate time is essential for quality professional development.

Observations have been made that distributed forms of leadership among a schoolstaff are likely to have significant impact on positive student achievement (Bell et al.,2003). It is critical that schools create opportunities for school leaders and schoolleadership teams to work together, united in school improvement efforts (Spillane, 2006).

Several researchers (Elmore, 2000; Miles et al., 2002; Joyce, 2004; Odden et al.,2009) have suggested that effective professional development is linked to the structuralfeature of collective participation. The professional development should be organizedaround groups of teachers from a school that over time would include everyone in theschool - that is, the entire faculty and other students. Furthermore, effectivesustainability of professional development initiatives have been linked to_distributedleadership frameworks and learning-centered leaders within individual schools(Southworth, 1998). When a school's professional learning-centered community engagesin school wide professional development and, at the same time, works toward

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development of a distinctive identity, it maximizes its capacity to enhance outcomes,particularly relative to student achievement (Crowther et al., 2001). The sustainability ofprofessional development initiatives may be directly increased by increasing the densityof leadership opportunities across a school building so that everyone has access tofacilitative leaders who can help articulate and analyze the level of implementation.Increasing teachers' involvement in the difficult task of making good decisions andintroducing improved practices must be at the heart of school leadership (Louis et al.,2010).

Research on shared decision making in schools has identified barriers preventingdecision making that focuses on pedagogy and quality instruction (Griffin, 1995). This isdue mostly to the culture of isolation between teachers found in most schools and thegeneral non-confrontive tone set between teachers who work together in the same schoolbuilding. Typically, teachers remain unaware of what their colleagues are doing in theirindividual classrooms and this, combined with strong divisions commonly found betweenadministrators and teachers, creates a culture of individuality and private practice. Thisstudy provides evidence for the importance of collaboration and teaming as critical forimplementing professional development initiatives.

However, this study demonstrates that when teachers view their principal as alearner, learning about good teaching alongside them, the depth of implementation willbe increased. Additionally, this study and others report that when teachers view theirprincipal as isolated and not committed passionately to instructional improvement, theirown level of engagement and follow-through with the implementation of professionaldevelopment initiatives will be diminished (Pedersen et al., 2010). Clearly, teachers wantto know that their principal supports professional development efforts and is engagedwith them in the learning process.

In addition, findings from this study indicate the strong desire among teachers tocollaborate with each other in order to implement the professional developmentinitiatives. Having a peer group serve as a leadership team was seen as a force andmotivation for implementation of the initiative. Additionally, this study documented thatsupport for teacher empowerment by central office and its expectations for support at thebuilding-level is viewed as essential by teachers. This finding is supported by previousresearch that showed emphasis by central office on professional development for qualityinstruction is key to achieving high-level implementation (Louis et al., 2010).

Continued research is needed in the area of how leadership is distributed and theimpact it has on the implementation of professional development initiatives. In this study,a central finding was that when leadership was distributed to the teachers and in theseschools the principal was seen as a co-learner alongside the teachers, professionaldevelopment initiatives were most successfully implemented. Emphasizing, and perhapsmost importantly, that teachers viewed the principal as a learner with them. This supportsthe notion that holistic professional learning, when teachers and principals learn together,changes the culture of the learning environment that could, in effect, lead to enhancedstudent outcomes (Crowther, 2009). It is recommended that similar research beconducted that examines leadership support of professional development initiatives toexplore barriers and successes of implementation in the context of leadership distribution.

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