scholarly journals Transformational Teacher Leadership in Rural Schools

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Kirk David Anderson
Keyword(s):  
Decision Making ◽  
Transformational Leadership ◽  
Teacher Leadership ◽  
Rural Schools ◽  
Teacher Leaders ◽  
School Context ◽  
Leadership Roles ◽  
Interactive Decision Making ◽  
Decision Making Styles ◽  
Promising Area

In this paper, the author explores the rural school context and its teacher leaders as a third transformational leadership prototype adding to Leithwood and Jantzi’s (1999) two transformational leadership prototypes of females and new teachers in the elementary school. The author helps illuminate new understanding of rural schools and their highly interactive decision making styles where teacher leaders are a source of creativity development of unique forms of leadership. If researchers focus on teachers as leaders in rural schools, specifically those who operate outside of traditional leadership roles, there exists a promising area of new understanding for educational leadership as transformational teacher leadership.  

Teacher leadership: Prospects and promises

2019 ◽  
Vol 100 (7) ◽  
pp. 49-55 ◽  
Author(s):  
Barnett Berry
Keyword(s):  
Decision Making ◽  
Educational Technology ◽  
Public Schools ◽  
Teacher Leadership ◽  
Digital Media ◽  
Teacher Leaders ◽  
State Policies ◽  
Leadership Roles ◽  
Positive Effects ◽  
New Models

For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn to lead effectively.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

scholarly journals Teacher Leadership in Special Education: Exploring Skills, Roles, and Perceptions

2018 ◽  
Vol 1 (3) ◽  
pp. 44-63
Author(s):  
Sylvia Bagley ◽  
Kimmie Tang
Keyword(s):  
Special Education ◽  
Teacher Leadership ◽  
Special Education Teachers ◽  
Teacher Leaders ◽  
Phenomenological Study ◽  
Special Education Teacher ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Roles And Responsibilities ◽  
Diverse Field

Special Education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines (Council for Exceptional Children, 2015a, 2015b). However, despite the increasing attention paid to teacher leadership on an international scale (Wenner & Campbell, 2016), little research exists on the experiences and needs of teacher leaders within the diverse field of Special Education. In this descriptive phenomenological study, we addressed the following questions: 1) What does teacher leadership within the landscape of Special Education look like? 2) How does this work relate to the roles and dispositions laid out in both the Teacher Leader Model Standards (2011) and the Council for Exceptional Children’s Special Education Specialist Preparation Standards (2015a, 2015b)? We found that Special Education teacher leaders primarily demonstrate leadership via support, specifically through the skills of advocacy, facilitating, innovating, and ‘administrating’.

Teacher Leadership

2015 ◽  
pp. 257-282 ◽  
Author(s):  
Servet Özdemir ◽  
Ali Çağatay Kılınç
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
School Context ◽  
Important Variable ◽  
Future Research ◽  
Leadership Roles ◽  
The Past ◽  
Research Areas ◽  
Factors Influencing ◽  
The Relationship

This chapter focuses on teacher leadership, an important variable in the classroom and school improvement literature. The concept of teacher leadership has attracted increased attention in the past two decades. Teachers are assuming more responsibility for leadership roles and functions within schools. Despite the considerable amount of scholarly effort and time spent on investigating the teacher leadership concept, less is known about how it flourishes in the school context and how it relates to classroom and school improvement. Therefore, this chapter tries to shed some light on the teacher leadership concept and discusses its meaning, teacher leadership roles, factors influencing teacher leadership, the relationship between teacher leadership and classroom and school improvement, and future research areas on teacher leadership. Offering a framework for teacher leadership, this chapter is expected to contribute well to the guidance of further research on teacher leadership.

scholarly journals A qualitative study of teacher leadership in secondary schools in central Missouri

2018 ◽  
Author(s):  
◽  
Julie A. Carter
Keyword(s):  
Qualitative Study ◽  
Secondary Schools ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Distributive Leadership ◽  
Leadership Roles

This qualitative study examined teacher leadership with the purpose of gaining knowledge and insight as well as adding to existing research about teacher leaders. Research was conducted in the form of surveys and interviews. Ten principals and their ten selected teacher leaders were interviewed. The researcher discovered characteristics teacher leaders possess, how their respective principals view them as leaders, and how they view themselves as leaders. Several subthemes emerged from the overarching theme of "let's go." Results from the study revealed teachers, when given opportunities for leadership roles, impact the school in many positive ways and this distributive leadership helps alleviate pressure from principals.

scholarly journals Teachers as Leaders: Equipping English Language Teachers with Leadership Knowledge and Skills in TESOL

2019 ◽  
Vol 4 (2) ◽  
pp. 172-190
Author(s):  
Sayyed Rashid Shah
Keyword(s):  
Teacher Leadership ◽  
English Language ◽  
Teacher Leaders ◽  
Language Teachers ◽  
Leadership Roles ◽  
Structured Interviews ◽  
Knowledge And Skills ◽  
Software Analysis ◽  
Efl Context ◽  
Efl Teacher

As part of a larger qualitative case study, this article explores the perceptions of EFL teacher leaders with regards to leadership knowledge and skills they consider important for their leadership roles in the Saudi EFL context. Twelve EFL teacher leaders were interviewed to identity various types of knowledge and skills for teacher leadership practices in the EFL context. Qualitative data were collected through semi-structured interviews and open-ended questionnaire, and analysed using the Nvivo 10 software. Analysis led to 18 main categories and four overarching themes; however, four major categories and one key theme are part of this article that reflect the participants’ perceptions of leadership knowledge and skills. The findings reveal that TESOL background and pedagogical knowledge helped the participants to establish their identity as EFL teacher leaders. Likewise, knowledge about the people and context supported their roles and their acute awareness of the culture, people and the context contributed to their self-efficacy. There is an emphasis on improved pedagogical skills for teacher leadership roles; however, those with operational duties, such as academic coordinators have not considered teaching skills important for their jobs. The findings have highlighted the significance of role-related skills, basic management skills and personality traits for effective EFL teacher leadership.

Decision-Making Styles of the Next Generation of Chinese Business Leaders

2022 ◽  
pp. 365-386
Author(s):  
Rob Kim Marjerison ◽  
Jing Pan
Keyword(s):  
Decision Making ◽  
Academic Performance ◽  
College Graduates ◽  
Self Report ◽  
Financial Assets ◽  
Leadership Roles ◽  
Chinese Business ◽  
Decision Making Styles ◽  
And Gender ◽  
Commercial Organizations

This study seeks to explore the relationships between decision-making styles, academic performance, and gender of educated Chinese millennials. As the millennial generation of college graduates in China comes of age, they will move into leadership roles in public and commercial organizations. They will have influence over considerable financial assets as well as economic and public policy which translates into global impact. There is a gap in the existing literature on the topic. This study utilized online self-report questionnaires to gather data, and the general decision-making style test to assess respondents' decision-making models culminating in correlation analysis and t-test. Based on the findings of related research, the authors hypothesized that there would be a difference in the decision-making styles based on gender and that there would be a significant difference in academic performance based on the decision-making styles. The findings may be of interest to a variety of those interested in decision-making styles, Chinese millennials, and future leaders of China.

Using Self-Mentoring to Increase Teacher Efficacy and Confidence as Leaders

2016 ◽  
pp. 307-320
Author(s):  
Marsha L. Carr
Keyword(s):  
Teacher Efficacy ◽  
Teacher Leadership ◽  
Organizational Citizenship ◽  
Self Efficacy ◽  
Teacher Leaders ◽  
Classroom Teacher ◽  
The Self ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Public School Teachers

Self-mentoring, the act of leading oneself in an unknown environment, is a sustainable practice of leadership with developing teacher leaders. One manner in which self-mentoring contributes to the development of a teacher leader is through increased confidence and self-efficacy (Bond & Hargreaves, 2014). When the self-efficacy of a classroom teacher increases, the efficacy of the students also increases (Bandura 1997), promoting higher levels of achievement. Public school teachers involved in self-mentoring studies harvested benefits of self-mentoring in their role as a classroom leader through augmented student engagement and motivation, but analogously in school-wide leadership roles. This chapter will elucidate how to use self-mentoring to increase confidence and teacher efficacy as leaders. It begins with an overview of self-mentoring inclusive of theory and the results yielded from several research studies; self-efficacy and confidence as it relates to teacher leadership; and how self-mentoring supports the development of teacher leaders and organizational citizenship.

Sign in / Sign up

Export Citation Format

Share Document