Research has consistently shown that effective classroom teachers are the critical factor in contributing to student learning. Similarly, research evidence has consistently shown that teachers and school leaders are the key school factors that influence student learning opportunities and outcomes. Teaching leadership is a key factor for students’ learning and flourishing, and it occurs in an asymmetrical and interpersonal relationship.
Teacher’s self-efficacy as an instructional leader is strongly and positively associated with soliciting parent involvement, communicating positive expectations for student learning, improving instructional practice and being able to innovate successfully in the classroom.
- Teachers and students depend on effective school leadership to create an environment that supports learning. Many debates have centred on issues such as pre-service preparation for effective teachers and leaders, in-service training and supports, peer learning and influences among teachers, educator evaluation, and educator labour markets, how to improve teacher and leader quality. CEREP studies the qualities and combinations of training, knowledge, and experience that make teachers and leaders effective. The research seeks to characterize the teaching leadership of high school teachers through the influence they exert on their students. The research highlights the importance of teacher leadership for student character education.
- The research seeks to investigate the relationship between certain types of school structures and the effectiveness of teacher leaders.
- The research focuses on teachers who lead from within their classrooms, as opposed to those who have left the classroom to take on different responsibilities.
- The research seeks to measure effectiveness, the impact of programmes intended to promote teacher and leader effectiveness, the impact that effective teachers and leaders have on student outcomes, and other issues.