Considering the political context of schooling to cultivate teacher leaders in mathematics

The existence of hierarchical school systems in the United States is rooted in the historical legacy of European colonialism, particularly in diverse, economically underserved communities. In this paper, we use a sociopolitical theoretical perspective to delve into the experiences of three minoritized teachers in a hierarchical school district located in northern New Mexico who sought to take on leadership roles in mathematics in their school district following extensive professional development (PD). Despite identifying as teacher leaders, they encountered obstacles such as a lack of administrative support and peer resistance. This study sheds light on the constraints teachers face in hierarchical school districts, which hinder their development as leaders in mathematics due to limited decision-making opportunities. It underscores the need for PD facilitators to consider the political context of schooling to cultivate mathematics teacher leaders. This insight is relevant to PD facilitators globally, particularly in post-colonial countries, as they consider how best to support teachers to become leaders in mathematics. Research is needed to discern the essential skills teacher leaders need to decentralise hierarchical school systems so that decision-making is more democratic.