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Comparison and Evaluation of Four Models of Teacher Leadership

Year 2016, , 85 - 118, 15.07.2016

Pamela S. Angelle , Corey A. Dehart

https://doi.org/10.30828/real/2016.1.4
Cited By: 12

Abstract

The purpose of this quantitative study was to employ confirmatory factor analysis (CFA) to compare the four-factor model of teacher leadership with three alternative models. The alternative models of teacher leadership include: (a) a two-factor model investigating teacher leadership as teacher-driven and principal-driven factors, (b) a three-factor model of teacher-driven factors of teacher leadership, and (c) a five-factor model in which a factor from the four factor model is split into two separate factors.  While the fit indices indicated that the three-factor model provided the best model fit for the data used in this study, evaluation of CFA models of the strength and interpretability of the parameter estimates demonstrated that the four-factor model provides a better representation of teachers’ perceptions of teacher leadership in a school. Though focused on the four-factor model of teacher leadership, this study filled a theoretical gap by examining educational leadership through the lens of teacher as the cornerstone.

Keywords

Teacher leadership Leadership models Factor analysis

References

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  • Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52(3), 317-332.
  • Andrew, M. D. (1974). Teacher leadership: A model for change. (ATE Bulletin No. 37). Washington, DC: Association of Teacher Educators.
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  • Angelle, P. S., & Dehart, C. (2010, April). Measuring the extent of teacher leadership: Construction, testing, and factors in the Teacher Leadership Inventory. Paper presented at the meeting of the American Educational Research Association, Denver, CO.
  • Angelle, P. S., Taylor, D. L., & Olivier, D. (2008, March). School improvement through increased leadership capacity: Preliminary construction of a measure of teacher leadership. Paper presented at the meeting of the American Educational Research Association, New York, NY.
  • Angelle, P. S., & Beaumont, J. B. (2006, November). Teacher leadership: A definitional perspective from principals and teachers. Paper presented at the meeting of the University Council of Educational Administration, San Antonio, Texas.
  • Barth, R. S. (1999). The teacher leader. Providence, RI: The Rhode Island Foundation.
  • Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
  • Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork? Journal of Educational Policy, 19(5), 565–582.
  • Boles, K., & Troen, V. (1994, April). Teacher leadership in a professional development school. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Boles, K., & Troen, V. (1996). Teacher leaders and power: Achieving school reform from the classroom. In G. Miller & M. Katzenmeyer (Eds.), Every teacher as a leader: Realizing the potential of teacher leadership (pp. 41–62). San Francisco: Jossey-Bass.
  • Brief, A. P., & Motowidlo, S. J. (1986).Prosocial organizational behaviors. The Academy of Management Review, 11(4), 710-725.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.
  • Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin (616), 84, 27–34.
  • Christensen, P. O., & Demski, J. S. (2002). Accounting policies in agencies with moral hazard and renegotiation. Journal of Accounting Research, 40(4), 1071-1090.
  • Crowther, F., Kaagan, S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
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  • Darling-Hammond, L. (1988). Policy and professionalism. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 55–77). New York, NY: Teachers College Press.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96(1), 87–106.
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  • Evans, R. (1996). The human side of school change. San Francisco, CA: Jossey-Bass.
  • Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479–498.
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  • Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school (2nd ed.). New York, NY: Teachers College Press.
  • Griffin, G. A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. Elementary School Journal, 96(1), 29–45.
  • Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management Administration & Leadership, 28(3), 317–338.
  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980 – 1995. Educational Administration Quarterly, 32(1), 5–44.
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  • Harris, A., & Muijs, D. (2002). Teacher leadership: A review of the research. Retrieved February 10, 2010, from www.ncsl.org.uk/researchpublications
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Berkshire, England: Open University Press.
  • Hart, A. W. (1994). Creating teacher leadership roles. Educational Administration Quarterly, 30(4), 472–497.
  • Hart, A. W. (1995). Reconceiving school leadership: Emergent views. Elementary School Journal, 96(1), 9–28.
  • HU, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: User’s reference guide. Mooresville, IN: Scientific Software.
  • Katzenmeyer, M., & Moller, G. (1996). Awakening the sleeping giant: Leadership development for teachers. Thousand Oaks, CA: Corwin Press.
  • Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Keung, C. C. (2009). Revitalizing teacher leadership via bureaucratic-professional practices: A structural equation model. The Asia-Pacific Education Researcher, 18(2), 283–295.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford.
  • Lambert, L. (1998). Building leadership capacity in schools [NetLibrary version]. Alexandria, VA: ASCD. Retrieved from http://www.netlibrary.com.proxy.lib.utk.edu:90/Details.aspx
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
  • LeBlanc, P. R., & Shelton, M. M. (1997). Teacher leadership: The needs of teachers. Action in Teacher Education, 19(3), 32–48.
  • Leithwood, K., & Jantzi, D. (1998, April).Distributed leadership and student engagement in school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school [Supplemental issue, December]. Educational Administration Quarterly, 35, 679–706.
  • Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership and Management, 20(4), 415–434.
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Retrieved March 22, 2010, from http://www.wallacefoundation.org/SiteCollectionDocuments/WF/Knowledge%20Center/Attachments/PDF/HowLeadershipInfluences.pdf
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  • Lieberman, A., & Miller, L. (1999).Teachers: Transforming their world and their work. New York, NY: Teachers College Press.
  • Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69, 151–159.
  • Lieberman, A., Saxl, E. R., & Miles, M. B. (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 148–166). New York, NY: Teachers College Press.
  • Little, J. W. (1988). Assessing the prospects for teacher leadership. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 78–106). New York, NY: Teachers College Press.
  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.
  • Little, J. W. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership and Management, 23(4), 401–419.
  • MacBeath, J. (Ed.). (1998). Effective school leadership: Responding to change. London: Paul Chapman.
  • Malen, B., Ogawa, R. T. & Krantz, J. (1990). What do we know about school-based management? A case study of the literature – a call for research. In W. H. Clune & J. F. Witte (Eds.) Choice and control in American education, Vol. 2: The practice of choice, decentralization, and school restructuring. New York, NY: Falmer Press.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Miller, B., Moon, J., & Elko, S. (2000). Teacher leadership in mathematics and science: Casebook and facilitator’s guide. Portsmouth, NH: Heinemann.
  • Mulaik, S. A., James, L. R., Van Alstine, J., Bennett, N., Lind, S., & Stillwell, C. D. (1989).Evaluation of goodness of fit indices for structural equations models. Psychological Bulletin, 105, 430-45.
  • Murphy, J., &Hallinger, P. (1988). Characteristics of instructionally effective school districts. Journal of Educational Research, 81(3), 175–181.
  • O’Connor, K., & Boles, K. (1992, April). Assessing the needs of teacher leaders in Massachusetts. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224–243.
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  • Ovando, M. N. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27(1), 30–44.
  • Pellicer, L. O., & Anderson, L. W. (1995). A handbook for teacher leaders. Thousand Oaks, CA: Corwin Press.
  • Rosenholz, S. (1989).Teachers’ workplace: The social organization of schools. New York, NY: Teachers College Press.
  • Ryan, S. (1999, April). Principals and teachers leading together. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Silins, H., & Mulford, B. (2002). Schools as learning organizations – effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15(3-4), 443–466.
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Comparison and Evaluation of Four Models of Teacher Leadership

Year 2016, , 85 - 118, 15.07.2016

Pamela S. Angelle , Corey A. Dehart

https://doi.org/10.30828/real/2016.1.4
Cited By: 12

Abstract

References

  • Acker-Hocevar, M., & Touchton, D. (1999, April).A model of power as social relationships: Teacher leaders describe the phenomena of effective agency in practice. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Akaike, H. (1987). Factor analysis and AIC. Psychometrika, 52(3), 317-332.
  • Andrew, M. D. (1974). Teacher leadership: A model for change. (ATE Bulletin No. 37). Washington, DC: Association of Teacher Educators.
  • Angelle, P. S., & Dehart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NASSP Bulletin, 95(2), 141 – 160.
  • Angelle, P. S., & Dehart, C. (2010, April). Measuring the extent of teacher leadership: Construction, testing, and factors in the Teacher Leadership Inventory. Paper presented at the meeting of the American Educational Research Association, Denver, CO.
  • Angelle, P. S., Taylor, D. L., & Olivier, D. (2008, March). School improvement through increased leadership capacity: Preliminary construction of a measure of teacher leadership. Paper presented at the meeting of the American Educational Research Association, New York, NY.
  • Angelle, P. S., & Beaumont, J. B. (2006, November). Teacher leadership: A definitional perspective from principals and teachers. Paper presented at the meeting of the University Council of Educational Administration, San Antonio, Texas.
  • Barth, R. S. (1999). The teacher leader. Providence, RI: The Rhode Island Foundation.
  • Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449.
  • Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork? Journal of Educational Policy, 19(5), 565–582.
  • Boles, K., & Troen, V. (1994, April). Teacher leadership in a professional development school. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Boles, K., & Troen, V. (1996). Teacher leaders and power: Achieving school reform from the classroom. In G. Miller & M. Katzenmeyer (Eds.), Every teacher as a leader: Realizing the potential of teacher leadership (pp. 41–62). San Francisco: Jossey-Bass.
  • Brief, A. P., & Motowidlo, S. J. (1986).Prosocial organizational behaviors. The Academy of Management Review, 11(4), 710-725.
  • Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York, NY: Guilford Press.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York, NY: Routledge.
  • Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin (616), 84, 27–34.
  • Christensen, P. O., & Demski, J. S. (2002). Accounting policies in agencies with moral hazard and renegotiation. Journal of Accounting Research, 40(4), 1071-1090.
  • Crowther, F., Kaagan, S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
  • Cudeck, Rl, & Browne, M. W. (1993). Alternative ways of assessing model fit. IN K. A. Bollen& J. Scott Long (Eds.), Testing structural equation models (pp. 1-9). Newbury Park, CA: Sage
  • Dansereau, F., Graen, G., & Haga, W. J. (1975). A vertical dyad linkage approach to leadership within formal organizations: A longitudinal investigation of the role making process. Organizational Behavior and Human Performance, 13(1), 46–78.
  • Darling-Hammond, L. (1988). Policy and professionalism. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 55–77). New York, NY: Teachers College Press.
  • Darling-Hammond, L., Bullmaster, M. L., & Cobb, V. L. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96(1), 87–106.
  • Devaney, K. (1987, March). The lead teacher: Ways to begin. Paper prepared for the Task Force on Teaching as a Profession, Carnegie Forum on Education and the Economy. Berkeley, CA: Author.
  • Evans, R. (1996). The human side of school change. San Francisco, CA: Jossey-Bass.
  • Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479–498.
  • Fullan, M. G. (1994). Teacher leadership: A failure to conceptualize. In D. R. Walling (Ed.), Teachers as leaders (pp. 241–253). Bloomington, IN: Phi Delta Kappa Educational Foundation.
  • Fullan, M., & Hargreaves, A. (1996). What's worth fighting for in your school (2nd ed.). New York, NY: Teachers College Press.
  • Griffin, G. A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. Elementary School Journal, 96(1), 29–45.
  • Gronn, P. (2000). Distributed properties: A new architecture for leadership. Educational Management Administration & Leadership, 28(3), 317–338.
  • Hallinger, P., & Heck, R. H. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980 – 1995. Educational Administration Quarterly, 32(1), 5–44.
  • Hargreaves, A. (1991, April). Restructuring restructuring: Postmodernity and the prospects for educational change. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  • Harrington, D. (2009). Confirmatory factor analysis. New York, NY: Oxford University Press.
  • Harris, A., & Muijs, D. (2002). Teacher leadership: A review of the research. Retrieved February 10, 2010, from www.ncsl.org.uk/researchpublications
  • Harris, A., & Muijs, D. (2005). Improving schools through teacher leadership. Berkshire, England: Open University Press.
  • Hart, A. W. (1994). Creating teacher leadership roles. Educational Administration Quarterly, 30(4), 472–497.
  • Hart, A. W. (1995). Reconceiving school leadership: Emergent views. Elementary School Journal, 96(1), 9–28.
  • HU, L., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
  • Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: User’s reference guide. Mooresville, IN: Scientific Software.
  • Katzenmeyer, M., & Moller, G. (1996). Awakening the sleeping giant: Leadership development for teachers. Thousand Oaks, CA: Corwin Press.
  • Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders (2nd ed.). Thousand Oaks, CA: Corwin Press.
  • Keung, C. C. (2009). Revitalizing teacher leadership via bureaucratic-professional practices: A structural equation model. The Asia-Pacific Education Researcher, 18(2), 283–295.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York, NY: Guilford.
  • Lambert, L. (1998). Building leadership capacity in schools [NetLibrary version]. Alexandria, VA: ASCD. Retrieved from http://www.netlibrary.com.proxy.lib.utk.edu:90/Details.aspx
  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
  • LeBlanc, P. R., & Shelton, M. M. (1997). Teacher leadership: The needs of teachers. Action in Teacher Education, 19(3), 32–48.
  • Leithwood, K., & Jantzi, D. (1998, April).Distributed leadership and student engagement in school. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school [Supplemental issue, December]. Educational Administration Quarterly, 35, 679–706.
  • Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership and Management, 20(4), 415–434.
  • Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Retrieved March 22, 2010, from http://www.wallacefoundation.org/SiteCollectionDocuments/WF/Knowledge%20Center/Attachments/PDF/HowLeadershipInfluences.pdf
  • Lieberman, A. (1988). Teachers and principals: Turf, tension, and new tasks. Phi Delta Kappan, 69(9), 648–653.
  • Lieberman, A., & Miller, L. (1999).Teachers: Transforming their world and their work. New York, NY: Teachers College Press.
  • Lieberman, A., & Miller, L. (2005). Teachers as leaders. The Educational Forum, 69, 151–159.
  • Lieberman, A., Saxl, E. R., & Miles, M. B. (1988). Teacher leadership: Ideology and practice. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 148–166). New York, NY: Teachers College Press.
  • Little, J. W. (1988). Assessing the prospects for teacher leadership. In A. Lieberman (Ed.), Building a professional culture in schools (pp. 78–106). New York, NY: Teachers College Press.
  • Little, J. W. (1990). The persistence of privacy: Autonomy and initiative in teachers’ professional relations. Teachers College Record, 91(4), 509–536.
  • Little, J. W. (2003). Constructions of teacher leadership in three periods of policy and reform activism. School Leadership and Management, 23(4), 401–419.
  • MacBeath, J. (Ed.). (1998). Effective school leadership: Responding to change. London: Paul Chapman.
  • Malen, B., Ogawa, R. T. & Krantz, J. (1990). What do we know about school-based management? A case study of the literature – a call for research. In W. H. Clune & J. F. Witte (Eds.) Choice and control in American education, Vol. 2: The practice of choice, decentralization, and school restructuring. New York, NY: Falmer Press.
  • Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Miller, B., Moon, J., & Elko, S. (2000). Teacher leadership in mathematics and science: Casebook and facilitator’s guide. Portsmouth, NH: Heinemann.
  • Mulaik, S. A., James, L. R., Van Alstine, J., Bennett, N., Lind, S., & Stillwell, C. D. (1989).Evaluation of goodness of fit indices for structural equations models. Psychological Bulletin, 105, 430-45.
  • Murphy, J., &Hallinger, P. (1988). Characteristics of instructionally effective school districts. Journal of Educational Research, 81(3), 175–181.
  • O’Connor, K., & Boles, K. (1992, April). Assessing the needs of teacher leaders in Massachusetts. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Ogawa, R. T., & Bossert, S. T. (1995). Leadership as an organizational quality. Educational Administration Quarterly, 31(2), 224–243.
  • Organ, D. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Books.
  • Ovando, M. N. (1996). Teacher leadership: Opportunities and challenges. Planning and Changing, 27(1), 30–44.
  • Pellicer, L. O., & Anderson, L. W. (1995). A handbook for teacher leaders. Thousand Oaks, CA: Corwin Press.
  • Rosenholz, S. (1989).Teachers’ workplace: The social organization of schools. New York, NY: Teachers College Press.
  • Ryan, S. (1999, April). Principals and teachers leading together. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.
  • Silins, H., & Mulford, B. (2002). Schools as learning organizations – effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15(3-4), 443–466.
  • Silins, H. C., Mulford, W. R., & Zarins, S. (2002). Organizational learning and school change. Educational Administration Quarterly, 38(5), 613–642.
  • Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102(4), 779–804.
  • Smylie, M. A. (1992). Teacher participation in school decision-making: Assessing willingness to participate. Educational Evaluation and Policy Analysis, 14(1), 53–67.
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There are 92 citations in total.

Details

Primary Language English
Journal Section Case Reports
Authors

Pamela S. Angelle

Corey A. Dehart This is me

Publication Date July 15, 2016
Published in Issue Year 2016

Cite

APA Angelle, P. S., & Dehart, C. A. (2016). Comparison and Evaluation of Four Models of Teacher Leadership. Research in Educational Administration and Leadership, 1(1), 85-118. https://doi.org/10.30828/real/2016.1.4
AMA Angelle PS, Dehart CA. Comparison and Evaluation of Four Models of Teacher Leadership. REAL. July 2016;1(1):85-118. doi:10.30828/real/2016.1.4
Chicago Angelle, Pamela S., and Corey A. Dehart. “Comparison and Evaluation of Four Models of Teacher Leadership”. Research in Educational Administration and Leadership 1, no. 1 (July 2016): 85-118. https://doi.org/10.30828/real/2016.1.4.
EndNote Angelle PS, Dehart CA (July 1, 2016) Comparison and Evaluation of Four Models of Teacher Leadership. Research in Educational Administration and Leadership 1 1 85–118.
IEEE P. S. Angelle and C. A. Dehart, “Comparison and Evaluation of Four Models of Teacher Leadership”, REAL, vol. 1, no. 1, pp. 85–118, 2016, doi: 10.30828/real/2016.1.4.
ISNAD Angelle, Pamela S. - Dehart, Corey A. “Comparison and Evaluation of Four Models of Teacher Leadership”. Research in Educational Administration and Leadership 1/1 (July 2016), 85-118. https://doi.org/10.30828/real/2016.1.4.
JAMA Angelle PS, Dehart CA. Comparison and Evaluation of Four Models of Teacher Leadership. REAL. 2016;1:85–118.
MLA Angelle, Pamela S. and Corey A. Dehart. “Comparison and Evaluation of Four Models of Teacher Leadership”. Research in Educational Administration and Leadership, vol. 1, no. 1, 2016, pp. 85-118, doi:10.30828/real/2016.1.4.
Vancouver Angelle PS, Dehart CA. Comparison and Evaluation of Four Models of Teacher Leadership. REAL. 2016;1(1):85-118.

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