TEACHER LEADERSHIP AND SENSE-MAKING A STUDY OF TEACHER LEADERS IN RURAL SCHOOL DISTRICTS AND THEIR ROLE IN SCHOOL IMPROVEMENT

Abstract

Teacher leaders are widely viewed as key drivers of school improvement efforts, with the capacity to foster a positive learning environment and enhance instructional quality. Yet, much of the existing research focuses on subject-specific initiatives in larger or more resourced contexts, leaving gaps in understanding how teacher leaders operate effectively across diverse educational settings. In particular, teacher leaders in rural areas must possess a broad range of skills and adaptability (Ali, 2014) but often lack the necessary support or professional development opportunities (Hallinger & Liu, 2016). This underscores a vital need to explore how these educators make sense of their roles in schools with limited resources and a varied student population, especially in rural districts (Friedman, 2011). Uncovering how teacher leaders navigate unique challenges, enact leadership strategies, and address evolving school improvement goals will inform how districts can better develop and sustain teacher leadership for continuous improvement.This qualitative study investigates how teacher leaders in a large, rural school district perceive and enact their roles in driving school improvement, with a particular focus on sense-making. Drawing on interviews with 11 full-time teachers who also serve as team leaders, the study examines how these educators balance district-level initiatives and local school priorities, often in contexts characterized by low socioeconomic status and a predominantly Latinx student population. The findings highlight the multifaceted nature of teacher leadership: participants act as bridges between district policies and everyday classroom realities, translating and interpreting directives to ensure initiatives resonate with staff and students. They proactively mitigate resistance by fostering trust, promoting inclusivity, and using evidence-based strategies, all while creating positive, supportive school cultures. The study underscores how deep cultural knowledge, encompassing both community values and student needs, empowers teacher leaders to navigate challenges effectively. These insights offer practical guidance for stakeholders aiming to strengthen teacher leadership structures, enhance professional collaboration, and promote sustainable school improvement in diverse or resource-limited settings