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.

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’.

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.

The Role of Teacher Leadership for Promoting Professional Development Practices

2017 ◽  
pp. 958-981
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 91-114 ◽  
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

Penilaian Psikometrik Instrumen Kesediaan Guru sebagai Pemimpin Guru

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
Lokman Mohd. Tahir ◽  
Rohaya Talib ◽  
Hamimah Mohd Naim ◽  
Mohamad Berhanddin Musah
Keyword(s):  
Teacher Leadership ◽  
Convergent Validity ◽  
Teacher Leaders ◽  
Discriminant Validity ◽  
Secondary School Teachers ◽  
Reliability And Validity ◽  
Teacher Leader ◽  
Main Role ◽  
Validity And Reliability ◽  
Valid Instrument

The leadership of teacher remains as an essentially topic of educational leadership currently and it becomes teacher’s main role in implementing the school development process. However, there are less studies done in Malaysian schools; even hardly see Malaysian teachers are prepared to be teacher leaders  due to also lack of reliable and valid instrument that measure teacher leadership within Malaysian context. Therefore, this paper aims to examine the readiness of Malaysian teachers to be selected as teacher leaders among other teachers. Secondly, it also aims to measure the reliability and validity of instrument on teacher leadership in the context of Malaysian teachers. A total of 189 secondary school teachers who have more than five years’ experience were selected to be the respondents to answer the 12 items on teachers’ readiness as teacher leaders based on two main constructs such as personal and professional readiness. Finding from the factor analyses (exploratory and confirmatory) indicated that items from the professional and personal readiness constructs have high convergent validity in measuring the relevant teacher leadership. In addition, values from the correlational matrix also indicated high values of discriminant validity. Hence, it was proved that the teacher leadership readiness instrument has high validity and reliability in examining teachers’ readiness as a teacher leader. 

The Role of Teacher Leadership for Promoting Professional Development Practices

2016 ◽  
pp. 1324-1347
Author(s):  
Patricia Dickenson ◽  
Judith L. Montgomery
Keyword(s):  
Professional Development ◽  
Teacher Leadership ◽  
Growth And Development ◽  
Teacher Leader ◽  
Leadership Roles ◽  
Development Organization ◽  
Pedagogical Choices ◽  
The Status ◽  
Development Approach

This chapter examines the status of teacher professional development in mathematics and explores the role of teacher leadership to promote innovative professional development strategies that sustain the growth and development of an organization. Survey data was collected from teacher leader participants of one mathematics professional development organization to understand how participants' growth and development as a teacher leader not only shaped their mathematics instructional practices, but influenced their choices in leadership roles. Further the authors share how the learning environment and pedagogical choices of the project director supported a teacher-driven professional development approach. Recommendations as well as a model for developing a teacher-driven professional development organization are provided for replication.

scholarly journals An Examination of the Various Ways Teachers Become Leaders: A Blended Process

2015 ◽  
Vol 2 (2) ◽  
pp. 260
Author(s):  
Anthony Stephan Bundy ◽  
Kevin J. Walsh ◽  
Geraldine Mongillo
Keyword(s):  
Teacher Leaders ◽  
Small Sample ◽  
Teacher Expertise ◽  
Teacher Leader ◽  
Behavioral Characteristics ◽  
Leadership Roles ◽  
Key Factors ◽  
Structured Interviews ◽  
Self Reflection ◽  
Organizational Empowerment

<p>The purpose of this exploratory study was to identify leadership factors that teachers viewed as most influential in their development as teacher leaders, and to generate suggestions to assist in the selection and cultivation of teacher leaders. This research employed a small sample of six teachers who were pursuing leadership roles and were identified as teacher leaders within their respective schools. Data collection was conducted through structured interviews, review of school documents, and a survey instrument. Teachers’ interview data were coded based on key teacher leader qualities and behavioral characteristics identified in current literature. Analysis and subsequent findings concluded that teacher leader development is a blended process involving multiple key factors such as: self-reflection, teacher expertise, student-advocacy, professional development experiences, organizational empowerment for teachers, opportunities for job embedded collaboration with peers, teacher passion, and vision.</p>

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 THE ROLE OF LEADERSHIP IN TEACHERS’ SELF-EFFICACY

2021 ◽  
Vol 2 ◽  
pp. 348-359
Author(s):  
Mirali Mammadzada
Keyword(s):  
Professional Development ◽  
Self Efficacy ◽  
School Administrators ◽  
Journal Article ◽  
Secondary Analysis ◽  
The Self ◽  
Leadership Roles ◽  
Teachers Professional Development ◽  
Roles Of Principals

The self-efficacy of teachers is an important aspect that must be considered in evaluating educational systems. It is affected by several factors such as teachers’ professional development, motivation, and satisfaction. These factors are in turn, affected by leadership roles in the educational system. This paper aimed to determine the correlation between the role of leadership and teachers’ self-efficacy through these factors. A qualitative approach was used where secondary analysis of written articles was conducted. The demographic of the sample in each journal article studied included primary, secondary, and tertiary schoolteachers in Europe. Results show that the factors under study are affected by the leadership roles of principals, school administrators, and teachers. Leadership roles improve teachers’ professional development, boost motivation, and increase job satisfaction which as a result, affects the self-efficacy of teachers. Thus, the leadership roles of principals, school administrators, and teachers, particularly a transformational type of leadership in contrast with a transactional form of leadership, affect the self-efficacy of teachers positively and ultimately their performance in their classes. 

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.

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