The teacher leadership process: Attempting change within embedded systems

Cooper, Kristy S.; Stanulis, Randi Nevins; Brondyk, Susan K.; Hamilton, Erica R.; Macaluso, Michael; Meier, Jessica A.

doi:10.1007/s10833-015-9262-4

Cited by 87 publications

(66 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This is also echoed in many of the more contemporary empirical pieces (e.g., Fairman and Mackenzie, 2015;Huang, 2016;Yow and Lotter, 2016 a) School Culture The reviewed studies revealed that certain key attributes of school culture were conducive to teacher leadership development (e.g., Beachum and Dentith, 2004;Ghamrawi, 2010;Muijs and Harris, 2006). These included a shared sense of purpose, a shared commitment to student learning, purposeful collaboration and collegiality, a desire for lifelong learning, and teacher empowerment (e.g., Cooper et al, 2016;Ghamrawi, 2010). For instance, Muijs and Harris (2006) suggested that authentic teacher leadership could only be only fostered in a supportive and collaborative school culture where the interpersonal relationships are mutually reinforcing and positive.…”

Section: Enactment Of Teacher Leadershipmentioning

confidence: 91%

A review of the empirical research on teacher leadership (2003–2017)

Nguyen

Harris

Ng³

2019

JEA

184

112

View full text Add to dashboard Cite

Purpose The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.

show abstract

Section: Enactment Of Teacher Leadershipmentioning

confidence: 91%

A review of the empirical research on teacher leadership (2003–2017)

Nguyen

Harris

Ng³

2019

JEA

184

112

View full text Add to dashboard Cite

show abstract

“…The personality dispositions of thick teacher-leaders (such as political sensitivity) play crucial roles as supportive grids for the performance of the relevant teacher leadership mandates. One of such mandates is the teacher leaders' role as reform champions or change agents (Von Esch, 2018) who work within the school system (Cooper et al, 2016) and from without the school system (Jacobs, Beck, & Crowell, 2014) to bring about beneficial improvement in the education system. As reform champions and change agents, teacher-leaders play a multiplicity of roles as mentors (Clarke, Killeavy, & Ferris, 2015), servant leaders (Nichols, 2011), team players (Koeslag-Kreunen, Van der Klink, Van den Bossche, & Gijselaers, 2018), team leaders (Honingh & van Genugten, 2017), curriculum reformers (Zhang & Henderson, 2018), and student character builders (Ningsih & Wijayanti, 2018).…”

Section: Teacher-leader Political Skillmentioning

confidence: 99%

Pretesting a political skill scale in a sample of teacher-leaders from polytechnics in northeast Nigeria

Salisu

Awang

2019

Psychol. Thought

View full text Add to dashboard Cite

Although the Political Skill Inventory (PSI) is the benchmark measure of the political skill construct, the existence and frequent use of other measures suggest that the PSI fails to cover the content domain of the construct comprehensively. This study utilised the extant political skill measures in developing a robust and parsimonious political skill scale for assessing the political sensitivity of teacher-leaders in higher education. Cognitive tests, behaviour coding and respondent debriefing were conducted to evaluate a 38-item pool on political skill in a sample of 36 teacher-leaders drawn from nine polytechnics situated in Northeast Nigeria. The scale's interrater agreement was computed using Fleiss' κ statistic based on categorical data from five expert reviews. The results of our analyses revealed a 15-item Political Skill Scale (PSS) that reflects the social competence teacher-leaders need in performing the largely voluntary roles of teacher leadership. This work contributes towards contextual mapping of the political skill construct in an African setting. It also offers a new political skill measure.

show abstract

“…Previous research has found that there are fifty problems of student behavior at elementary school age, namely: (1) stealing behavior, (2) cruel behavior, (3) sexual activity behavior, (4) [truant behavior, (5) (9) misbehavior, (10) disobedient behavior, (11) hateful behavior, (12) anger behavior, (8) [3]. Behavioral problems are classified in groups of learning and social habits [4].…”

Section: Introductionmentioning

confidence: 99%

“…Such team leadership work involves three intentional development foci: individual development, collaboration or team development, and organizational development. " [8]. It can be interpreted that teacher leadership is the process by which teachers, individually or collectively, influence colleagues, principals, and other school-community members to improve teaching and learning practices with the aim of improving student learning and achievement.…”

Section: Introductionmentioning

confidence: 99%

Teacher Leadership in Class on The Formation of School Values and Characters of School-Ages

Susanto¹,

Syofyan²,

Rachmadtullah³

2020

Proceedings of the Proceedings of the Third Workshop on Multidisciplinary and Its Applications, WMA-3 2019, 11-14 December 2019

View full text Add to dashboard Cite

Children are human beings that are born in good condition, can be educated and educated. In the process of interacting with the environment, children learn to form identity through the building of values and character through the role of parents and continued in school. In reality there is a problem of learning and social behavior of elementary school children is quite apprehensive that culminate up to the legal problem. Quantitative research methods and data collection techniques through questionnaires was conducted to analyze the linkage of teacher leadership in the classroom and the pattern of guidance approach to the building of values and character of primary schoolage children . The results showed that the formation of values and character positively and significantly influenced by: (1) Leadership of teachers in the classroom. (2) Pattern approach to guidance, (3) Implementation of simultaneous teacher leadership in the classroom and pattern of guidance approach.

show abstract

The teacher leadership process: Attempting change within embedded systems

Cited by 87 publications

References 25 publications

A review of the empirical research on teacher leadership (2003–2017)

A review of the empirical research on teacher leadership (2003–2017)

Pretesting a political skill scale in a sample of teacher-leaders from polytechnics in northeast Nigeria

Teacher Leadership in Class on The Formation of School Values and Characters of School-Ages

Contact Info

Product

Resources

About