Abstract
This phenomenological study explores how teacher leaders (TLs) perceive the impact and recognition of their voices within a high-performing suburban high school. Despite their pivotal role in shaping instruction and school culture, TLs often feel their insights are undervalued, particularly by district-level administrators. Through in-depth interviews with ten formal and informal TLs, the research reveals a disconnect between TL input and policy implementation, with on-campus administrators more receptive but limited in authority. Findings highlight the importance of collaborative leadership structures, professional capital, and authentic engagement to empower TLs. When TL voices are genuinely integrated into decision-making, schools experience improved teacher retention, student achievement, and innovation. The study calls for systemic shifts toward shared leadership and greater inclusion of TLs in educational reform to foster sustainable, responsive school improvement.
Recommended Citation
Johnson, Diane E. and Brown, Kelly
(2025)
"Voices Unheard: The Paradox of Teacher Leaders in Educational Decision-Making,"
Journal of Educational Leadership in Action: Vol. 10:
Iss.
1, Article 6.
DOI: https://doi.org/10.62608/2164-1102.1191
Available at:
https://digitalcommons.lindenwood.edu/ela/vol10/iss1/6
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