Abstract:
In response to a looming leadership shortage, leadership development for teachers has
become an increasingly important area of interest around the world. A review of the
literature identified the key components of educational leadership development programs
as effective curriculum, leadership practice, relationship building, and reflection. A gap
in the research was found regarding the use of voluntary committee work as a vehicle for
leadership practice. The purpose of this study was to explore teachers' perceptions of
their experiences within board-level committees to determine the key factors that
contributed, positively or negatively, to their leadership,pevelopment. A qualitative
research design was employed using semistructured interviews with 8 participants. The
key findings included a list of factors perceived by teachers as either supporting or
hindering their leadership development. The supporting factors were: (a) leadership
practice, (b) mentors and role models, (c) relationships and networks, and (d) positive
outcomes for students. The hindering factors were: (a) lack of follow through and
support, (b) committee members with a careerist approach to the experience, (c) personal
and political agendas, and (d) overcommitment leading to burnout. Recommendations for
practice focused on strategies to enhanc~_ the committee experience as a tool for
leadership development. Recommendations for theory and research suggested more
research be done on each of the 8 key factors, perceptions associated with teachers
choosing to follow a leadership path, and how school boards can structure the committee
process as an effective leadership development tool. This study provides a starting point
for educators to begin to intentionally design, develop, and deliver voluntary committee
experiences as a tool for leadership development.
