Preparing new teachers for leadership roles: a model in four phases1

Quinn, Cheri L.; Haggard, Cynthia S.; Ford, Betty

doi:10.1080/13634230500492954

Cited by 17 publications

(9 citation statements)

References 5 publications

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“…IL generally emphasized on inclusive process where leaders attempt to ensure employees’ participation being attentive to their inputs to improve the work process (Quinn, Haggard, & Ford, 2006). Leaders who demonstrate this behavior, learn, help, and lead the employees (Vaill, 1996), and motivate them to show IWB (Crant, 2000; Hollander, 2009; Bindl & Parker, 2010; Shore, Randel, Chung, Dean, Ehrhart, & Singh, 2011).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Impact of inclusive leadership on innovative work behavior: The role of psychological safety

Javed¹,

Naqvi

Khan

et al. 2017

Journal of Management & Organization

290

269

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The purpose of this study is to examine inclusive leadership as a predictor of innovative work behavior with the mediating role of psychological safety. Data were collected from supervisors–subordinates dyads working in textile industry in Pakistan. Our findings suggest that inclusive leadership is a positively related with innovative work behavior, and psychological safety mediates the effect of inclusive leadership on innovative work behavior. The leader–member exchange theory was used to build our theoretical model. We have also discussed theoretical and practical implications of our findings.

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Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Impact of inclusive leadership on innovative work behavior: The role of psychological safety

Javed¹,

Naqvi

Khan

et al. 2017

Journal of Management & Organization

290

269

View full text Add to dashboard Cite

show abstract

“…One potential problem with the teacher leadership movement is the presumption that teacher leaders have leadership potential (e.g., Quinn, Haggard, & Ford, 2006). In this respect, the evidence in the current study represents a red flag.…”

Section: Better Teachersmentioning

confidence: 79%

Hiring the Best Teachers? Rural Values and Person–Organization Fit Theory

Little¹,

Miller²

2007

Journal of School Leadership

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Person–organization fit theorizes perceptions of congruity between applicants and organizational characteristics in hiring decisions. This study extends person–organization fit to teacher selection in rural districts, hypothesizing that officials with strong rural values favor applicants who reflect the community's sense of place. Rural values of 214 decision makers from the population of Kentucky districts were correlated with five sets of personnel selection practices— three hiring process variables and two tacit fit filters. Results strongly confirm the theoretical model. All correlations were statistically significant, with most effect sizes between .22 and .67. Implications for teacher selection and school accountability are discussed.

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“…Schools and school districts are likely to use teachers in a variety of leadership roles, with some being formal and others informal. Quinn, Haggard, and Ford (2006) reported four phases of teacher growth into leadership roles. They reported Phase 1 as those skills that are important for effective classroom leadership, Phase 2 as the skills of leading with peers and within professional organizations, Phase 3 as the preparation of the next generation of teachers, and Phase 4 as the leadership to effect change within the profession.…”

Section: Teacher Leadershipmentioning

confidence: 99%

The Role of Superintendents in Supporting Teacher Leadership: A Study of Principals’ Perceptions

Wells¹,

Maxfield²,

Klocko³

et al. 2010

Journal of School Leadership

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This article documents a study in which principals were asked to examine the concepts related to the development of teacher leadership in their districts by responding to an original survey sent electronically via SurveyMonkey. Half the respondents were chosen from districts that were involved with a program identified as preparing teacher leaders; the other half had no program affiliation. This descriptive study used quantitative measures that revealed some differences between perceptions of principals in school districts based on involvement in teacher leadership programs. Principals from all schools reported that the role of the superintendent was important in developing teacher leaders, although they seldom experienced the support. The article concludes with suggestions for superintendents to consider as they use a research-based approach to changing the culture of their schools to include teacher leadership.

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Preparing new teachers for leadership roles: a model in four phases1

Cited by 17 publications

References 5 publications

Impact of inclusive leadership on innovative work behavior: The role of psychological safety

Impact of inclusive leadership on innovative work behavior: The role of psychological safety

Hiring the Best Teachers? Rural Values and Person–Organization Fit Theory

The Role of Superintendents in Supporting Teacher Leadership: A Study of Principals’ Perceptions

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