Antecedents and consequences of teacher leadership in the education system; A Meta synthesis study

Abedinia, Afshin; Zahed Babelan, Adel; Moeinikia, Mahdi; Khaleghkhah, Ali

doi:10.48310/pma.2025.15104.4354

Antecedents and consequences of teacher leadership in the education system; A Meta synthesis study

Document Type : Research Paper

Authors

¹ Ph.D candidate of Educational Administration, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

² Professor Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran

³ Professor Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.48310/pma.2025.15104.4354

Abstract

Background and Objectives: Teacher leadership is the newest leadership model governing today's schools in the world. The purpose of the current research is to identify the antecedents and consequences of teacher leadership in the education system. Methods: This research was carried out using a qualitative method of Meta synthesis type. The statistical population of the research includes all the Persian and English researches published in the field of teacher leadership between 2014 and 2023, and 40 articles were selected as a sample using the purposeful sampling method. Selected articles were analyzed using open, central and selective coding method. Findings: Teacher leadership antecedents have seven core components and three main components, which are: teacher level antecedents (personal characteristics, professional competencies), school level antecedents (principal leadership, collective cooperation, school culture and structure) and antecedents beyond the school level (Education system policy, extra-school networks). Also, teacher leadership has nine core outcomes and three main outcomes: teacher-level outcomes (growth of individual competencies, professional development, Job satisfaction), school-level outcomes (promoting a collaborative culture, improving teaching, improving student learning, facilitating changes) and beyond-level outcomes. School (extra-school communication, extra-school Effects. Conclusion: Education practitioners can use the findings of the research to apply teacher leadership in schools.

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