Teachers' Reports of Their Interactions with Teacher Leaders concerning Classroom Instruction

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Abstract
This study explored new working relationships between teachers and teacher leaders. I used a survey to examine 116 teachers' (grades K-8) reports of interactions with teacher leaders concerning instructional improvement and organizational and psychological factors that may influence those interactions. Results of multiple regression analyses revealed that teachers' psychological orientations concerning professional relationships with other teachers exerted the most influence on interaction. Opportunity to interact exerted a smaller influence. Taking psychological orientations and opportunity to interact into account, the social context of schools in which new working relationships between teachers and teacher leaders developed exerted virtually no influence on interaction. These findings are interpreted using social-psychological theories of interpersonal interaction.

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