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Many models of instructional teacher leadership exist in schools with various outcomes for teachers. The aim of this illustrative case study was to understand systemic alignment in a formal teacher leadership system and how this alignment impacted instructional change. This dissertation was framed by three research questions: 1) How do the rationales of teachers, teacher leaders, and administrators regarding teacher leadership in their school align? 2) How does the coherence of a system of leadership impact classroom teachers’ abilities to engage with formal teacher leaders? 3) How does the coherence of a system of leadership impact classroom teachers’ abilities to implement instructional changes?

A qualitative case study was conducted utilizing semi-structured interviews in one rural school in Minnesota. The participants included one K–12 principal, two high school teacher leaders, two high school teachers, two elementary teacher leaders, and two elementary teachers, and a district Q Comp Coordinator. Role theory (Biddle, 1979) was the theoretical framework used to analyze the data. The findings yielded two scenarios: The elementary in which systemic alignment and a positive engaging culture was associated with the teachers’ willingness to implement instructional change; and the high school in which a slight variation in the shared vision regarding ownership rendered role conflict, periods of teacher-teacher leader disengagement, and teacher instructional changes dependent upon feelings of ownership and relevance.A coherent and shared vision of teacher leadership is one factor that impacts classroom teachers’ instruction.

Publication Date

Fall 12-15-2023


teacher leadership, vision, coherence, educational leadership, ownership, motivation, systemic alignment, instructional change


Adult and Continuing Education | Curriculum and Instruction | Educational Administration and Supervision | Educational Leadership | Educational Psychology | Higher Education | Higher Education and Teaching | Teacher Education and Professional Development


Tiffany L. Bockelmann is a doctoral student and a graduate assistant in the Educational Leadership Doctoral Program at Minnesota State University Moorhead. She also serves as the Assistant Editor of the Interactive Journal of Global Leadership and Learning. She obtained her master’s degree in Educational Leadership and licenses in education administration from Minnesota State University Moorhead. She served as the Quality Compensation Coordinator for her school district and led a system of teacher leadership and professional development. She obtained her undergraduate degree in K-12 Instrumental and Classroom Music from the University of Minnesota, Morris, and her technology license from Bethel University. She is a Minnesota Blandin Community Leadership alumna and has led in her community in early childhood and intergenerational initiatives. Her research interests include educational and teacher leadership.

The effects of a Shared Vision of Teacher Leadership on Classroom Teachers’ Instruction