International Journal of Teacher Leadership

Aims & Scope

The International Journal of Teacher Leadership (IJTL) is a  forum designed to promote scholarly inquiry that seeks to understand the relationship between the practice and research of  teacher leaders in the broad context of instructional leadership.  The IJTL provides a platform for scholars to address the challenges that current and future teacher leaders may face in helping to build a culture of leadership that is collaborative and broadly encompassing of all who share the goal of improving schools and student learning. The IJTL publishes cutting-edge articles grounded in research about empowering teacher leaders, influencing schools through teacher leadership, and honoring teachers as leaders.

The purpose of the IJTL is  to publish scholarly studies that contribute significantly to the understanding and/or improvement of teacher leadership in a diverse array of global contexts.  The editorial intent is to advance the theoretical and practical understandings of teacher leadership in educational contexts that encompass multidisciplinary, multicultural communities of schooling, educational research, and practice.  Preference will be given to manuscripts that merit scholarly recognition and dissemination, that have broad appeal and wide applicability in the field, and that offer usefulness of evident value to teacher leaders,  administrative leaders, leaders in educator preparation, and other practitioners and researchers in education.

The editors invite rigorous work from a diverse community including humanities, arts, science, social sciences, business, and law to foster and advance teaching, learning, and scholarship of teacher leadership. We invite original empirical and theoretical studies across a wide range of methodological paradigms (i.e. ethnographic, historical, narrative, legal, experimental/quantitative, critical, and interpretive approaches), analyses, and essays in teacher leadership that

  • examine how teacher leadership influences student learning;
  • examine theoretical and practical connections of teacher leadership in multidisciplinary, diverse, or global contexts;
  • evaluate processes and outcomes of teacher leadership and professionalism;
  • evaluate perspectives on teacher leadership and restructuring teacher education;
  • evaluate teacher preparation curricula and field experiences in teacher leadership; and
  • expand the innovative and creative knowledge of teachers to enable them to lead and serve others.