Teacher Leadership Models: A Directed Analysis of Content

Abstract

Teacher leadership researches have continuously expanded and progressed in lieu with innovative and dynamic changes in education. This study aims to analyze the content of three current teacher leadership models and synthesis relevant dimensions in developing teacher leadership. The models showcases the: (1) teacher leadership skill framework; (2) teacher leadership for student learning framework; and (3) sphere of teacher leadership action for learning framework. The models are synthesized through a directed analysis of content through which eight distinctive dimensions were identified. The dimensions are i.e; (1) Role Model; (2) Expert; (3) Collaborative Culture; (4) Self Development; (5) Conducive Environment; (6) Communication; (7) Data-Enriched; and (8) Diversity. This finding can guide teachers in enhancing their leadership and assist stakeholders especially agencies sentimental to the development of improving teacher leadership practices to enhance student learning.

Exemplary Leadership Qualities of Mathematics Teacher Leaders

“…Role modeling builds a strong school culture through informal and formal interactions. Effective teacher leaders with role-modeling attributes contribute to a positive school climate [3]. They are organized, trustworthy, confident, and innovative facilitators of student learning [37].…”

“…Distributed leadership emerged in the 1990s. With this concept, teacher leadership involves teamwork, collaboration, and lifelong learning [3]. Teacher leadership has taken a transformational lookthey are to participate in decision-making and contribute to meeting the school's visions, missions, and general improvement [4].…”

Teacher Leadership within the Learning Co-creation with Students: School Administration Attitudes

“…However, the influence is not in itself an autonomous concept in teacher leadership practices. It is implemented in harmony with other concepts such as through mobilising, energising (Wilson, 2016), stimulating intellectually (Bolkan et al, 2011), expertise, engagement (Killion et al, 2016, collaboration, sharing best practices (Angelle, DeHart, 2016), taking action, role modelling (professional dispositions, positive character, mentoring students) (Consenza, 2015), implementing formal roles (traditionally appointed roles) (Rahim et al, 2020), transforming (Carrion, 2015, being a servant (Crippen, Willows, 2019), being authentic (Bezzina, Bufalino, 2019), being persuasive (Killion et al, 2016), being purposive (Hunzicker, 2017), confronting obstacles (Johnson, Donaldson, 2007), and etc.…”