The purpose of this paper is to examine teacher perceptions of the practice of co‐creating leadership and its potential impacts on student achievement.
Using a quantitative approach, the study compared the levels of the practice of co‐creating leadership dispositional values and institutional conditions that facilitate the practice of co‐creating leadership between high‐ and low‐performing high schools. Data was collected using a survey. The respondents were teachers from high‐ and low‐performing high schools. The data were analyzed using descriptive statistics, t‐tests, correlations, and regression.
Teachers in high‐performing schools scored significantly higher on perceptions of the practice of co‐creating leadership dispositional values and the presence of institutional conditions that facilitate the practice. Correlation analyses found positive significant relations between dispositional values and institutional conditions facilitating co‐creating leadership. High‐performing schools had high correlations. Regression analyses indicated that active listening, deep democracy, and evolving power significantly predicted teachers' perceptions of the impact of dispositional values and organizational conditions on student achievement.
The paper offers insights into how co‐creating leadership may have potential impact on student achievement.
