Teacher leadership for organizational change

The aim of this article is to test the teacher leadership initiated by teacher professional development abroad, as a factor of organisational change in a structural equation model. Structural equation modelling was employed to analyse survey data collected from 218 teachers who participated in professional development activities abroad under Erasmus+ KA1 in 32 Lithuanian schools. The model expresses the relationship between teacher leadership and organizational change, where teacher professional development abroad is treated as an initial (self-development) dimension of teacher leadership. Results revealed the positive and significant relationship between teacher leadership and organizational change, where leadership is conceptualized as an ongoing relational process of selfdevelopment, dispersing ideas, involving others and gaining commitment. Findings of the study also depicted a positive and significant relationship of didactic competence (the dimension of self-development phase of leadership) with one of the dimensions of organizational change - learning in the classroom.

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Transformational Leadership and Organizational Change Examining the Mediational Approach of Knowledge Sharing

International Journal of Asian Business and Information Management ◽

10.4018/ijabim.20210401.oa5 ◽

2021 ◽

Vol 12 (2) ◽

pp. 84-95

Author(s):

Syed Talib Hussain ◽

Shen Lei ◽

Muhammad Jamal Haider ◽

Tayyaba Akram

Keyword(s):

Transformational Leadership ◽

Organizational Change ◽

Knowledge Sharing ◽

Significant Relationship ◽

Structural Equation ◽

Leadership Behavior ◽

Two Dimensions ◽

Equation Modeling ◽

Individual Level ◽

Leadership And Organizational Change

This study examines the transformational leadership behavior for organizational change by creating the environment of sharing knowledge in organizational and individual level of the organization for a sample of 300 employees and their managers. The data analysis using confirmatory factor analysis and structural equation modeling explores the results of knowledge sharing for organizational change. Rather, this study explains the two dimensions from transformational leadership to knowledge sharing and organizational change, and their relationship has been identified. The results show that transformational leadership has a strong and significant relationship with knowledge sharing, knowledge sharing has strong and significant relationship with organizational change, and at last, the transformational leadership has positive and significant relationship with organizational change. This study also explores the theoretical, managerial, and practical implications.

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Suggestions for teacher education from concept mapping studies

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2015.07.010 ◽

2015 ◽

pp. 149-161

Keyword(s):

Professional Development ◽

Concept Mapping ◽

Teacher Professional Development ◽

Teaching And Learning ◽

Concept Maps ◽

Teaching Quality ◽

Mapping Method ◽

Self Development ◽

Teacher Personality ◽

Teacher Professional

In order to enhance primary and secondary education, teaching and learning methods need to be continuously developed as well as, of course, promote teaching quality dependent on teacher personality, teacher professional development, teacher self-development, etc. Teacher professional development gives the novice teacher access to a wide set of teaching methods and assessment opportunities, especially geared to flexible learning and assessment methods, which can be considered for adoption. One such flexible method is the use of concept mapping. This article describes the results of several studies, where concept mapping method was used, giving many didactical suggestions for using concept mapping for learning and especially for assessment. Additionally, considerations are introduced on using concept maps as a research instrument.

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