What does this research mean for the field?

Teacher leadership functions distinctly under school reform versus school renewal approaches, differing significantly across dimensions such as sense-making, engagement duration, capacity building, and leadership integration. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To investigate and delineate the conceptual and operational differences in teacher leadership between school reform and school renewal frameworks.

August 22, 2026Education SciencesOpen Access

Teacher Leadership Under the School Renewal Approach: Conceptual Differentiation, Theoretical Elaboration, and Empirical Illustration

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To investigate and delineate the conceptual and operational differences in teacher leadership between school reform and school renewal frameworks.
Analyzed theoretical constructs and empirical illustrations derived from three large school leadership projects conducted from 2017 to the present.
Compared teacher leadership across five conceptual dimensions distinguishing renewal from traditional reform models.
Differentiated school renewal from reform across five core dimensions: embedded co-construction versus boundary spanning, generative versus compliant sense-making, and sustained identity-based stewardship versus episodic task-based engagement.
Demonstrated that school renewal fosters developmental capacity building and integrated leadership, whereas traditional reform relies on initiative-driven activation and parallel leadership.

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Implication

Empirical analysis reveals key differences in teacher leadership between reform and renewal approaches across three school projects, highlighting integrated leadership for sustained improvement.

Cite This Study

Shen et al. (2026) studied this question.

synapsesocial.com/papers/6a89600eca7ade938187f1a5 https://doi.org/10.3390/educsci16081331

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Implication

Empirical analysis reveals key differences in teacher leadership between reform and renewal approaches across three school projects, highlighting integrated leadership for sustained improvement.

Teacher Leadership Under the School Renewal Approach: Conceptual Differentiation, Theoretical Elaboration, and Empirical Illustration

Key Points

Discussion

Implication

Cite This Study

Teacher Leadership Under the School Renewal Approach: Conceptual Differentiation, Theoretical Elaboration, and Empirical Illustration

Key Points

Discussion

Implication

Cite This Study

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