Exploring the Relationship Between Teacher Leadership and Student Achievement in High-Poverty Schools

This quantitative study was developed to gather an understanding of how teacher leadership may affect student achievement in high-poverty schools. This study used Angelle and DeHart’s (2010) Teacher Leadership Inventory to assess teachers from two elementary schools, one low performing and the other high performing. Teacher leadership is explored through four variables including sharing leadership, sharing expertise, supra-practitioner, and principal selection. By investigating how teacher leadership may affect student achievement, this study may provide influential information for teacher leaders, principals, and other educational stakeholders who desire to learn more about student achievement in high-poverty schools. This study should add to the educational research field in addressing opportunities that teacher leaders can pursue in hopes to lessen the achievement gap among students in high-poverty schools. While data from both schools showed evidence of teacher leadership, this research revealed no significant mean differences between the two schools. However, some conclusions were drawn from the study including teachers can perceive themselves high in teacher leadership, yet student achievement levels can be low. Additionally, factors beyond the teacher leadership variables addressed in this study may impact student achievement