Page 4 - Mini-Module 7

Foreword

Fullan (2001) states that teachers are the key to school change. This notion
has appeared in a vast educational literature over the previous decade (for
example, Katzenmeyer & Moller, 1996, 2001; Leithwood, 1992). In reality,
however, teachers are often unable to assume this role in school change
because they confine their roles mainly to the classroom. Throughout the
decades, teacher isolation remains a core problem in many schools.
Teachers are thought to be primarily interested in their own
classroom and look for what helps them within those four walls.
Concerns beyond the classroom are not the focus for the major-
ity of teachers. Words expressed for teachers are, “Give me
things I can use in my classroom,” or “if it does not concern my
classroom, leave me alone.” (Skarstad , 1994, p. 1)

Such findings appear to be valid for many teachers in Hong Kong today.
However, such an isolated culture runs counter to the need for building
teachers’ leadership capacities and collegiality in order to secure and sus-
tain school improvement and make reform work. Given this mismatch, this
module is designed to illuminate the leadership roles that teachers can take
to revitalise their schools. The paper recounts a case study of a secondary
school where teacher leaders secure and sustain their school improvement
efforts by negotiating the contradictions and tensions within a complex sys-
tem of interacting cultures. Since the extent of leadership exercised by
many teachers is determined by their role perceptions and preferences,
these formed the basis of the study. It is hoped that principals gain some
insights from this module and consider ways to nurture teacher leadership
in their own schools.
Before you begin reading this module, try completing Reflection Task One.
Keep your responses in mind as you read further.

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