Conceptualizing science teacher leadership

Abstract

Though abundant evidence suggests that effective science teacher leaders in schools have the potential to positively impact current school reform efforts, additional research into the roles filled by science teacher leaders in context is needed. No generally accepted conception of science teacher leader duties exists, and science teacher leader roles are generally undefined by policy. This autoethnographic study examines how a science teacher leader constructed his identity in the context of a suburban high school in the southeastern United States. Consideration is given to identity construction, and through personal journaling, narrative, and interviews with teacher leaders in other disciplines a more complete picture of science teacher leadership is presented. Findings suggest that science teacher leaders play very important roles in the school hierarchy, serving as conduits, nurturers, department clerks, and resource managers.