The burden of leadership: Exploring the principal’s role in teacher collaboration

Szczesiul, Stacy; Huizenga, Jessica L.

doi:10.1177/1365480214534545

Cited by 36 publications

(26 citation statements)

References 38 publications

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“…Establishing a culture of professional collaboration and development requires a Shifting Teachers' Perceptions of School Culture in Turkey 55 FIRE: Forum for International Research in Education number of other dynamics and elements, and thus it may be difficult to change teachers' perceptions of school culture unless they do not experience actual changes in these aspects of school culture. More importantly, a lack of shared purpose, goals, and expectations among the teachers may bring about a lack of clarity on how to solve practical problems through collaboration, as found by Szczesiul and Huizenga (2014).…”

Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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The purpose of the present study was to examine the effects of school culture training on teachers' perceptions of school culture. The sample consisted of thirty-six primary, middle, and secondary school teachers working at schools in a large city in Southeastern Turkey. A mixed research methodology was used in the study. A one-group pre-and post-test experimental design was employed in the quantitative strand of the research. A training program on school culture including four sessions was implemented by the researchers. A descriptive qualitative study was conducted following the completion of the training. Pre-and post-training data were gathered using the School Culture Scale. Furthermore, focus group discussions were used to obtain qualitative data. The results indicated that the training led to positive changes in teachers' perceptions of school culture. Significant differences were detected in teacher perceptions of leadership based on cooperation, common goals, and cooperative learning dimensions of school culture. However, there were not statistically significant differences in teacher cooperation, professional development, and collegial support. Qualitative findings were consistent with the quantitative ones. It is suggested that changing teacher perceptions of school culture must be prioritized in the construction of positive and strong school cultures.

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Section: Discussionmentioning

confidence: 99%

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Kalman¹,

Balkar²

2017

FIRE

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“…Empirical findings from different countries, e.g. Turkey, the USA, Germany, and Denmark suggest that leadership practices and teacher collaboration are related (Gumus, Bulut, and Bellibas 2013;Szczesiul and Huizenga 2014). Pietsch et al (2016) investigated the influence of leadership on working conditions, including collaboration between teachers in a sample of N = 1663 teachers in Germany.…”

Section: School Leadership In Inclusive Schoolsmentioning

confidence: 99%

The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

Lambrecht

Lenkeit

Hartmann

et al. 2020

International Journal of Inclusive Education

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Fostering equity by offering the best education possible to all students is one of the main goals of inclusive schooling. One instrument to implement individualised education is individualised education planning (IEP). IEP requires cooperation between special and regular teachers. From research on school leadership it is known that leadership styles are connected to the way, school leaders use their scope of action with respect to fostering collaboration. However, little is known about the relationship between the leadership of a school, the provision of structures for collaboration, and the implementation of IEP in an inclusive context. The article focuses on the question to what extent transformational (TL) and instructional leadership (IL) are connected to the provision of structures for collaboration and how TL and IL as well as structures for collaboration relate to the implementation of IEP directly and indirectly. Based on data of N = 135 German schools, a path model was calculated. It revealed medium relations between TL, IL, and structures for collaboration as well as a medium effect from structures to collaboration on implementation of IEP. The effect from TL towards implementation of IEP was fully mediated by structures for collaboration, while the effect from IL persisted. ARTICLE HISTORY

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“…Teacher leadership is "capacity and commitment to contribute beyond one's classroom" (Fullan & Hargreaves, 1996, p. 13). Teachers' capacity to lead informally has more impact to teacher collaboration compared with principals' leadership and their professional experience (Szczesiul & Huizenga, 2014). Teacher leadership can be defined as teacher participation in school decision-making and opportunities for teachers to take initiative and lead school improvement (Muijs & Harris, 2007).…”

Section: Teacher Leadershipmentioning

confidence: 99%

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Mohamed¹,

Razak²,

Abdullah³

2018

IOJEL

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Teacher leadership in schools has become a vital area of investigation in supporting teachers' engagement in professional learning. Hence, this survey study aims to examine the influence of teacher leadership on teacher professional learning, using a sample of 371 teachers working in schools of Maldives. Teacher Leadership School Survey (TLSS) and Teacher Professional Learning Scale (TPLS) were used to collect data. The data was analysed using SPSS (Statistical Package for Social Science) version 21.0 with descriptive and inferential statistics. The results of the study indicated that teacher leadership was positively and significantly associated with teacher professional learning based on teachers' perception. The findings also revealed that only two dimensions of teacher leadership -collegiality and developmental focusfound as significant predictors of teacher professional learning. Based on the statistical results, implications of the findings were discussed in the context of teacher leadership and teacher professional learning. The areas of significance identified by this study can guide authorities to provide leadership training to foster culture of teacher leadership in schools. Consequently, recommendations and suggestions for future research were also presented.

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The burden of leadership: Exploring the principal’s role in teacher collaboration

Cited by 36 publications

References 38 publications

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

Shifting Teachers' Perceptions of School Culture in Turkey: A Mixed Methods Study

The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

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