Teacher leadership and professional development: examining links between two concepts central to school improvement

Poekert, Philip E.

doi:10.1080/19415257.2012.657824

Cited by 180 publications

(125 citation statements)

References 32 publications

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“…On the other hand, previous studies examining the relationship between school culture and teacher leadership are limited in number (Kabler, 2013;Öztürk, 2015;Yusof, Osman, & Noor, 2016). Furthermore, in his analysis that examined 52 papers, Poekert (2012) reported that studies mostly focused on the characteristics of teacher leadership, and those related to the development of teacher leadership were still limited. In this regard, this study can contribute to the literature in understanding the relationship of different cultural characteristics of schools with various organizational and personal concepts.…”

Section: Introductionmentioning

confidence: 99%

“…Teacher leadership is regarded as an important factor in school development and effectiveness, as well as the dissemination of democratic values (Donaldson, 2006;Frost & Durrant, 2003;Poekert, 2012;Wenner & Campbell, 2016;York-Barr & Duke, 2004), the formation of common values, teacher effectiveness and collaboration (Harris & Muijs, 2005), administrator support (Hobson & Moss, 2010), and improvement in the quality of education (Danielson, 2006;Gehrke, 1991;Kılınç, 2014;Poekert, 2012;Wenner & Campbell, 2016). The concept of teacher leadership refers to teachers' behaviors related to institutional development, professional development and collaboration with colleagues (Beycioğlu, 2009), and their knowledge, skills and behaviors for improving learning and instruction at school (Harris & Muijs, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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The aim of this study is to examine the relationship between school culture and teacher leadership. A total of 366 teachers working in high schools in the Şişli district of Istanbul participated in this study. The data were gathered through the "Organizational Culture Scale" and the "Teacher Leadership Scale." The results of the study showed that the teachers' perceptions of school culture were focused on task-oriented culture, while their perceptions of teacher leadership were concentrated on organizational development. Positive and significant relationships were revealed between all subdimensions of school culture and those of teacher leadership. Support-oriented culture and task-oriented culture were found to be positive and significant predictors of the teacher leadership dimension of "organizational development." In addition, success-oriented culture and bureaucratic culture were positive and significant predictors of the teacher leadership dimension of "professional development." Furthermore, another teacher leadership dimension, "collaboration with colleagues," was positively and significantly predicted by support-oriented culture, task-oriented culture, and success-oriented culture.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examining the Relationship between School Culture and Teacher Leadership

Cansoy¹,

Parlar²

2017

IOJES

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“…However, the mentor teachers explain that PSETs are sometimes unprepared for this; yet, they are also unprepared for the opposite: that is, when young people in school feel that they do not need their teachers at all, and so the PSETs are likely to be the subject of complaints, or the targets of offensive and/or aggressive behaviour by their adolescent students. Poekert (2012) reminds us that becoming a teacher means acknowledging oneself to be a leader. These roles can be very complex for PSETs because they have to learn many things at the same time.…”

Section: Leadership Skills and Valuesmentioning

confidence: 99%

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Kuswandono

2017

Indonesian J. Appl. Linguist

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Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers' voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants' school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers' beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.

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“…These behaviours of teachers are also positively related to the quality of instructional practices (Cohen & Hill, 2000), classroom management strategies (Guskey, 1986), improving student learning (Hoque, Alam, & Abdullah, 2011;McDonald, Son, Hindman & Morrison, 2005;Poekert, 2012), school development (Cansoy & Parlar, 2016), teacher job satisfaction (Altınkurt & Yılmaz, 2014), confidence in colleagues (Dean, 2011), teacher self-efficacy and confidence in the school principal (Koşar, 2015). Teacher professionalism refers to enhancing the standards towards student learning and the quality of practices in improving instruction (Hargreaves, 2000).…”

Section: Introductionmentioning

confidence: 99%

Examining the Relationship between Teachers’ Individual Innovativeness and Professionalism

Parlar¹,

Cansoy²

2017

IES

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The aim of this study was to examine the relationship between teachers' individual innovativeness and their teacher professionalism. The participants were 567 teachers working in elementary, middle and high schools located across Istanbul. The data were gathered through the "Individual Innovativeness Scale" and the "Teacher Professionalism Scale". In data analysis, arithmetic means and Pearson Product-Moment Correlation Analysis were used. The results of the study showed that the teachers' characteristics of individual innovativeness fell into the group of early majority. The teachers' innovativeness was found to be at the highest level in the dimension of openness to experience. There was a weak positive relationship between the individual innovativeness characteristics of openness to experience and opinion-leading, and teacher professionalism, which was significant.

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Teacher leadership and professional development: examining links between two concepts central to school improvement

Cited by 180 publications

References 32 publications

Examining the Relationship between School Culture and Teacher Leadership

Examining the Relationship between School Culture and Teacher Leadership

Mentor Teachers’ Voices on Pre-Service English Teachers’ Professional Learning

Examining the Relationship between Teachers’ Individual Innovativeness and Professionalism

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