The Rise and Fall of Teacher Leadership: A Post-Pandemic Phenomenological Study

Self Cite

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.

Section: Teacher Leadershipmentioning

confidence: 99%

Section: Teacher Leadershipmentioning

confidence: 99%

Section: Teacher Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

Shal,

Ghamrawi,

Abu-Tineh

et al. 2024

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“…Teacher leadership refers to the ability of teachers to assume leadership roles and responsibilities within educational settings, beyond their traditional classroom roles, to positively influence student learning, instructional practices, and school improvement efforts (Ghamrawi, 2010(Ghamrawi, , 2011(Ghamrawi, , 2023Ghamrawi et al, 2023;York-Barr & Duke, 2004;Katzenmeyer & Moller, 2009). It involves teachers taking initiative, col-laborating with colleagues, and actively contributing to decision-making processes that influence teaching and learning (Harris & Jones, 2019).…”

Section: Teacher Leadershipmentioning

confidence: 99%

Exploring the impact of AI on teacher leadership: regressing or expanding?

Ghamrawi,

Shal,

Ghamrawi

2023

Self Cite

This study aimed to investigate the impact of Artificial Intelligence (AI) on teacher leadership, specifically examining whether AI is expanding or regressing teacher leadership, as perceived by teachers who were using AI in their teaching practices. Using a qualitative research design, the study employed semi-structured interviews to collect data from 13 teachers from five countries. The data were then analyzed using thematic analysis. The findings of the study indicated that the use of AI has the potential to both expand and regress teacher leadership. AI can expand teacher leadership by providing tools for personalization, curriculum development, automating administrative tasks, and supporting professional development. However, AI was also viewed to be regressing teacher leadership, by narrowing the role because technology was taking over some of its aspects. Five sets of competencies were suggested by teachers for teacher leaders to sustain their roles in an AI era. The study concludes that the impact of AI on teacher leadership depends on how it is implemented and integrated into the education system. It highlights the importance of continued research and training in this area to inform future education policies and practices.

“…School leaders find themselves at the forefront of a complex and dynamic environment, where the demands and expectations placed upon them have reached unprecedented heights (Ghamrawi & Tamim, 2022;Chatzipanagiotou & Katsarou, 2023;Tamadoni et al, 2024). The efficacy of school leadership, therefore, hinges upon the continuous development and refinement of the skills, knowledge, and strategies needed to navigate these turbulent waters (Ghamrawi & Abu-Tineh, 2023, Ghamrawi et al, 2023a2024a, b, c, d, e;Lumban Gaol, 2023).…”

Section: Introductionmentioning

confidence: 99%

Leadership development in virtual communities of practice: The case of school principals from the GCC Region

Ghamrawi,

Shal,

Ghamrawi

2024

Self Cite

This study explores the potential of virtual communities of practice (vCoPs) in fostering leadership growth that aligns with the diverse needs and challenges faced by school principals. The study employs a qualitative research design, and conducts semi-structured interviews with 16 school principals from K-12 schools belonging to the Gulf Cooperation Council (GCC) region. Findings suggest that vCoPs offer a rich environment for school principals to engage in collaborative learning, knowledge sharing, and professional networking, all of which contribute to their differentiated leadership development. Findings suggest that vCoPs offer flexible personalized learning paths that can support instructional, digital, and distributed leadership development of school principals. This advancement is made possible by creating a supportive and secure environment that is fortified by resilience, group cohesion, and robust feedback mechanisms. Additionally, vCoPs contribute to leadership development by fostering collective efficacy, cultivating shared beliefs in driving positive change, and disseminating these principles throughout the educational leadership community via social influence.