‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school

Abstract

Teacher leadership is one of the essential factors in curriculum implementation. Curriculum development is never an easy task for teachers. Several studies have indicated that teacher leadership has led to school improvement and fostered student achievement and engagement in learning. However, most studies have focused on examining teacher leadership in Western contexts; rarely have studies been conducted to explore how teacher leadership takes place in an ‘East meets West’ context. The aims of the mixed-method study are the following: (a) to investigate teachers’ perceptions and experiences of teacher leadership, and (b) to explore how teachers act out teacher leadership in a peer network. This study used the case of a local primary school. Data collection methods included teacher surveys, individual interviews with teachers, and field notes from a one-day teacher shadowing. The data indicated that teachers were more oriented towards student learning, but insufficient space was available for enacting teacher leadership in terms of teacher collaboration, shared leadership and reflective practice. Thus, implications for teacher leadership development are discussed.

Teacher Collaborative Metacognitive Feedback as the Application of Teacher Leadership Concept to Scaffold Educational Management Students’ Metacognition

“…Teachers who use leadership principles, according to Struyve et al (2014), develop their potential and guide other teachers to improve their pedagogic competencies. A teacher's leadership abilities are reflected in his active role both inside and outside the classroom, identifying and contributing to the learning community, and inspiring other teachers to improve their educational practices (Wan et al, 2018). According to Chen (2020) and Huang (2016), teacher leadership is frequently associated with issues such as teachers' self-empowerment, their roles in school transformation, and their efforts to promote professional learning, focus on the learning process, encourage collaboration with colleagues, engage in decision-making, and deal with external affiliations.…”

“…Teacher leadership research has begun to shift away from solitary, heroic, and charismatic leadership to collaborative leadership (Wan et al, 2018). Teachers who practice leadership principles develop their potential, place a premium on students' learning competencies, and invite colleagues to collaborate in efforts to enhance their pedagogical competencies (Struyve et al, 2014).…”

Student teachers’ development as teacher leaders during the practicum experience

“…Conceptualizing teacher leadership as practice emphasizes the tasks and activities that student teachers are able to perform as they take on the role of leaders during the practicum. As a starting point, teacher leaders must be accomplished classroom teachers (Angelle and DeHart, 2011), who strive for pedagogic excellence (York- Barr and Duke, 2004), support curriculum development and implementation (Wan et al, 2018) and make disciplined decisions (Weiner and Woulfin, 2018). Outside classroom doors, teacher leaders possess the capacity to lead their peers in curricular and instructional discussions (Carver, 2016), and they act as catalysts for improving their skills and practices (Weiner and Woulfin, 2018).…”

“…Increasing attention has been given to the concept and practice of teacher leadership in recent years (Nolan and Palazzolo, 2011). Researchers have investigated the perceptions of teachers toward teacher leadership (Wan et al, 2018), the role that principals and department heads play in establishing teacher leadership (Cheng and Szeto, 2016); the influence of teacher leadership on student and school success (Crowther et al, 2002); and the construction of leadership identities (Sinha and Hanuscin, 2017). However, extant literature has paid little attention to the goals, characteristics and outcomes of teacher leadership development programs (Carver, 2016), and only few studies provide direction for developing programs that realize teacher leadership as a resource for school improvement and educational reform (Frost, 2012).…”

Leaders’ Preparedness for Managing Technological Changes in Teaching and Learning in the Selected Tanzanian Public Universities

“…Suitable preparedness for changes by meso-level leaders may have something to do with the cut-off of resistance to change and provide for likelihood to wield more efforts towards effective implementation and sustainability of teaching and learning technological changes (Andersen, 2018). Mid-level leaders (also meso level leaders) have been termed influential in encouraging ownership of the changes for successful innovation for both teacher and higher level-leadership (Bush, 2020;Lipscombe, Tindall-Ford, & Grootenboer, 2020;Wan et al, 2020)since MLALs create and enforce various strategies for the integration of ITLTs.…”