UCLA

This study explored the unique issues that small school teachers face as school leaders and as teachers. Teachers and principals from three small public high schools participated in interviews and focus groups in which they discussed frustrating tensions (i.e., long hours, equity amongst teacher inputs, teacher buy-in) teachers experienced in their small schools and, by extension, potentially damaging forces to small school sustainability.

I found that many teachers valued the opportunities to be teacher leaders, to collaborate, and to make meaningful changes in their schools, but they felt overwhelmed and frustrated by aspects of their school culture and structures which interfered with their capacities to do so. Some teachers felt isolated in their professional communities. Some felt overwhelmed by the demands put upon them. And some felt a lack of support from school leaders.

This study is relevant to teachers and leaders in small schools as well as leaders of the small school movement. It recommends that small school leaders establish a leadership model that fits the vision of their school and their community of teachers at the same time. Small school leaders also need to bring teachers to the table for vision-forming conversations, even if it means revisiting the same conversations and re-crafting the school vision year after year. Just as small school teachers should be integral participants in their school leadership practices and in the development of school vision, their voices should also be heard when it comes to designing teacher supports. To that end, small school leaders need to make practices meaningful and honest for teachers when designing support programs.