A Study of Teacher Leadership Concept in Institutional Documents in Spain

Abstract

Article InfoAlthough there is interest on educational leadership in Spain, research has focused on principal leadership and little has been investigated about teacher leadership. In the context of the International Study on Teacher Leadership (ISTL), this study aims to develop understanding of the concept of teacher leadership in institutional documents in Spain and to explore and analyze the dominant values and assumptions that can be identified. The review of the documents revealed a limited understanding of the critical importance of teacher leadership. Findings identified some aspects in the teacher leadership literature reviewed such as teamwork, accountability, openness to change, reflection, and advocacy, whereas inclusiveness, risk-taking, shared vision, and stability are scarcely identified. The increasing emphasis on teacher leadership dimensions in recent institutional documents note the need to go further with support for teachers' secondary roles as a consequence of the required modernization of the teaching profession.

Employing Exploratory and Pooled-Confirmatory Factor-Analysis for the Reliability and the Validity of a Peer-Led Fun-Inspired Inquisitive Scale

“…The knowledge of the need to place the pots at the accurate spot where they could get direct sunlight was rarely defined. Instead, young learners were given the task to observe and measure the plants every day, without providing any opportunity for learners' 'voices' and flexibility, or for them to share their observations with their peers in the classrooms (Gratacós et al, 2021). Similarly, there was a limited opportunity for allowing young learners to speak their mind in the learning process.…”

“…The Flipped-Classroom approach allows pre-school teachers to share their funinspired pedagogical experiences with their peers (Tomas et al, 2019;Gratacós et al, 2021). This notion has been highlighted in the Knowledge-Sharing Model (Ho et al, 2006).…”

“…Peer teachers are also encouraged to share their collective reflections on funinspired inquiry activities in enhancing young learners' learning (Gratacós, et al, 2021), which in turn, focuses on peer-to-peer leadership for learning. Peer-to-peer leadership is also integrated into the fourth dimension of the PeLFII model, 'Leading through Short-Term Innovation Goals for Fun-Inspired Inquiry' (SIG).…”

Teachers’ Perceptions about Leadership: Towards an Innovative Collaborative Teacher Leadership Development Framework for Schools

“…The aforementioned statement is significant because collaborative leadership advances through the practice of influencing teachers and engendering proficiency through collaboration (Zhang et al, 2021). In their dissertation on teacher leadership development, Gratacós et al (2021) aimed to develop an understanding of teacher leadership as portrayed in official documents in Spain. The appraisal of those documents exposed an inadequate appreciation of the significance of teacher leadership.…”