Gotowe bibliografie tematyczne / Teacher leadership

Gotowa bibliografia na temat „Teacher leadership”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Teacher leadership"

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Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership". Research in Education 108, nr 1 (14.11.2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.

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This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and teacher leaders’ roles in decision making. Secondly, participants disagreed in their perceptions about balancing between being teachers and teacher leaders and teacher leaders’ roles in school-wide plans. Next, English teachers’ age, school size, and years of teaching experience were the major factors for such discrepancies. Arousing English teachers' awareness of instructional leadership is crucial in the language teacher education.
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Xu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking". Journal of Education and Development 6, nr 4 (6.08.2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.

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Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
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Cheung, Rebecca, Thomas Reinhardt, Elisa Stone i Judith Warren Little. "Defining teacher leadership". Phi Delta Kappan 100, nr 3 (22.10.2018): 38–44. http://dx.doi.org/10.1177/0031721718808263.

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Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.
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Odell, Sandra J. "Preparing Teachers for Teacher Leadership". Action in Teacher Education 19, nr 3 (październik 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.

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Rinaldi, Eldion Akbar, Suhaimi i Juhriyansyah Dalle. "The Influence of Transformational Leadership of Principals, Work Ethic, and Motivation to Achievement for Teacher Performance of Vocational High School in Banjarmasin City". Journal of K6 Education and Management 4, nr 2 (11.10.2021): 232–43. http://dx.doi.org/10.11594/jk6em.04.02.11.

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This study aims to describe and analyze: the transformational leadership of the principal, work ethic, motivation of achievement, and teacher performance; the influence of transformational leadership towards the motivation of achievement; the influence of work ethic towards the motivation of achievement; the influence of transformational leadership on teacher performance; the influence work ethic towards teacher performance; the influence motivation to achieve the performance of teachers; the influence transformational leadership of teacher performance through the motivation of achievement; the influence work ethic towards teacher performance through the motivation of achievement. This research uses a descriptive-verificative research method with a quantitative approach—the number of samples of this study is 176 teachers. Data collection instruments are questionnaires that have qualified for validity and reliability tests. Data analysis to test hypotheses using path analysis with multiple regression methods. The results showed that: the transformational leadership of the principal, the work ethic of the teacher, teacher performance motivation, and teacher performance fall into the high category; there is a direct influence of the headmaster's transformational leadership on the teacher's outstanding motivation; the direct influence of the work ethic on the teacher's achievement motivation; there is a direct influence of the principal's transformational leadership on teacher performance; there is a direct influence of the work ethic on the teacher's performance; there is a direct influence of the teacher's motivation on teacher performance; there is an indirect influence of the headmaster's transformational leadership on the teacher's performance through the motivation of the achievement; there is an indirect influence of the work ethic on the teacher's performance through the motivation of the teacher.
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Herman, Maman, Lilis Kholisoh i Asep Ahmad Rifa’i. "The Influence of Transformational Leadership and Teacher Work Culture on Teacher Performance". Journal of Sosial Science 2, nr 2 (25.03.2021): 183–93. http://dx.doi.org/10.46799/jsss.v2i2.94.

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The purpose of this study is to analyze and examine the influence of the principal's transformational leadership on teacher performance, the effect of teacher work culture on teacher performance, and the influence of principal transformational leadership and teacher work culture on teacher performance. This research method is descriptive quantitative. The data collection techniques are observation and questionnaires to 56 teachers/respondents. The data analysis technique is carried out through regression correlation analysis with statistical data processing of SPSS 17.0. The results show that the principal's transformational leadership in SMA Sariwangi District, Tasikmalaya Regency, is in the high criteria. The hypothesis testing results indicate that the principal's transformational leadership has a positive effect on teacher performance. The more effective the transformational leadership of the principal, the more teacher performance increases. Second, the work culture of teachers in SMA Sariwangi District, Tasikmalaya Regency is in high criteria. The results of hypothesis testing indicate that teacher work culture has a positive effect on teacher performance. The higher the work culture of the teacher, the higher the teacher's performance. Third, teachers' performance in SMA Sariwangi District, Tasikmalaya Regency, is generally at high criteria. The hypothesis testing results indicate that the principal's transformational leadership and teacher work culture positively influence teacher performance. It means that the more influential the principal's transformational leadership is and the higher its work culture, the more teacher performance increases.
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Starr, Joshua P. "Leadership". Phi Delta Kappan 99, nr 4 (27.11.2017): 72–73. http://dx.doi.org/10.1177/0031721717745549.

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In the conclusion to her 2014 book The Teacher Wars, the journalist Dana Goldstein offers 11 recommendations for increasing the professional status of teachers in the U.S. Her suggestions — such as increasing teacher pay, supporting professional learning communities, and encouraging teachers to observe each other in the classroom — offer excellent starting points for high-level policy debates, says Joshua P. Starr. From the perspective of a local school superintendent, however, each of these ideas needs some refinement.
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Kılınç, Ali Çağatay, Mehmet Şükrü Bellibaş i Fatih Bektaş. "Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice". International Journal of Educational Management 35, nr 7 (19.10.2021): 1556–71. http://dx.doi.org/10.1108/ijem-04-2021-0148.

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PurposeMuch of the literature on school leadership has concerned itself with the leadership practices of school principals, largely ignoring the leadership capacity of teachers. Much remains unexplored regarding the factors influencing teacher leadership, as well as the impact it has on teaching and learning. Addressing this gap in the literature, this study sought to investigate (1) whether teacher trust influences teacher leadership and (2) whether teacher leadership influences instructional practices directly or indirectly through teacher self-efficacy.Design/methodology/approachThe study employed a cross-sectional survey design using quantitative methods. A total of 618 teachers participated in the study. By performing structural equation modeling (SEM), we examined the direct and indirect effect of teacher leadership on instructional practice, with self-efficacy as the mediating variable while teacher trust was treated as the antecedent of teacher leadership.FindingsThe results indicated that teacher trust had a direct effect on teacher leadership, and while teacher leadership had no direct effect on instructional practices, an indirect effect was evident through the mediating effect of teacher self-efficacy.Research limitations/implicationsOur findings suggested that teacher leadership is a salient factor that influences teacher instructional practice by enhancing teachers' belief in their capability to cope with problems and improve student learning. Moreover, teacher trust provides intangible support for teachers to engage in leadership work. Since the current study employed a cross-sectional survey rather than a longitudinal one, we cannot accurately establish causal relationships among the study variables.Originality/valueThis study adds nuance to the literature on teacher leadership, where there is still limited international evidence regarding the factors that influence the enactment of teacher leadership, as well as those that mediate its effects on teaching and learning.
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Bush, Tony. "Teacher leadership". Educational Management Administration & Leadership 43, nr 5 (26.08.2015): 671–72. http://dx.doi.org/10.1177/1741143215592333.

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Noviyanti, Resti. "Pengaruh Kepemimpinan Kepala Madrasah Dan Etos Kerja Guru Terhadap Kinerja Guru Madrasah Tsanawiyah Negeri Kota Bandar Lampung". El-Idare: Jurnal Manajemen Pendidikan Islam 7, nr 1 (17.07.2021): 53–67. http://dx.doi.org/10.19109/elidare.v7i1.8165.

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This article discusses the influence of madrasa principal leadership and teacher work ethic on the performance of state MTs teachers in Bandar Lampung City. The approach used in this research is quantitative research. The research data were analyzed using descriptive analysis assisted by SPSS For Windows 22. Data from each variable were collected separately by filling out a questionnaire that was compiled. The sample in this study was 53 educators who were determined randomly (random sampling). The results showed that there was a positive influence of the madrasa principal's leadership on teacher performance. This proves that improving the leadership of madrasah principals can improve teacher performance. Second, there is a positive influence of teacher work ethic on teacher performance. This proves that improving the work ethic of teachers can improve teacher performance. Third, the joint positive influence of the principal's leadership and the teacher's work ethic on teacher performance. This proves that improving the leadership of madrasah principals and teacher work ethic can improve teacher performance. The implication of this study is that there is a positive influence on the leadership of the madrasah principal and teacher work ethic on the performance of State MTs teachers in Bandar Lampung City. This shows that efforts to improve teacher performance must always pay attention to these two elements. In other words, teacher performance can be improved along with improving the leadership quality of the madrasa principal and teacher work ethic.
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Rozprawy doktorskie na temat "Teacher leadership"

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Kelley, Jerry D. "Teacher's and Teacher Leaders' Perceptions of the Formal Role of Teacher Leadership". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/70.

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ABSTRACT TEACHERS’ AND TEACHER LEADERS’ PERCEPTIONS OF THE FORMAL ROLE OF TEACHER LEADERSHIP by Jerry Kelley The accountability and responsibilities of schools have intensified greatly over the past two decades and school improvement has become a strong focus of many schools, thus requiring a greater understanding and use of formal teacher leadership if schools are to meet high standards. This research studied teachers’ and teacher leaders’ beliefs concerning the formal role of teacher leadership in three elementary schools. A qualitative study was conducted, utilizing surveys and interviews to collect data concerning teachers’ and teacher leaders’ perceptions of the formal role of teacher leadership. All teachers at three elementary schools were invited to complete an electronic survey and nominate teachers they believed were formal teacher leaders. Nominated teachers meeting the study’s criteria as a formal teacher leader were invited to complete a self-administered teacher leader self-assessment survey. Based on the results from the surveys, nine teachers, three from each school, were invited to participate in an interview process with the researcher. Analysis of all data collected throughout the study suggests that even though formal teacher leadership is valued by most teachers, there exists a disconnect between teachers’ and teacher leaders’ beliefs of what formal teacher leadership should look like ideally in their schools versus their perceived reality of formal teacher leadership. Areas such as collaboration, recognition, and understanding of the formal role of teacher leadership, as well as policies that affects these areas were all found to hold discrepancies in these schools.
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Lunn, Jillian Mary. "A Study on Teacher Professionalism and Teacher Leadership: The Teachers' Viewpoint". The University of Waikato, 2006. http://hdl.handle.net/10289/2296.

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This study looks at the current situation of how teachers view the concepts of teacher professionalism and teacher leadership in New Zealand primary schools. It is a small scale study located in two large city primary schools, where it was identified by others in the profession that sharing of leadership was a common practice, and that they were high performing schools. I was interested in gathering the information from teachers with a range of teaching experience, and finding out what were the common understandings surrounding these concepts. The literature reviewed shows there is an international focus on developing leadership capacity within schools. It is argued that in order to sustain the development of schools in such complex times while remaining focused on the core business of the learning of the students, leadership is an activity that all teachers should be involved in, as it is a recognized component for improving the professional role of the teacher. The study was carried out by interviewing twelve teachers who had a range of experience and held a range of leadership positions from beginning teachers through to deputy principals. The findings showed the teachers in this study understood there is a close link between their leadership and their professionalism and that one reinforced the other. The teachers were empowered to take their professional development to new heights as the school culture reinforced the collective responsibility the teachers had for school development.
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DeVoe, Shawna. "K-4 Teachers' Perceptions of Teacher Instructional Leadership Practices". University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1395128452.

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Williams, Willie E. "Principal Leadership Style, Teacher Motivation, and Teacher Retention". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6148.

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The problem of teacher turnover in the United States has received significant attention from policymakers and district leaders. Improving teacher motivation is a concern and challenge for principals because they are faced with retaining highly qualified and capable teachers in the classroom. Researchers have indicated that principals can play a crucial role in motivating teachers. This nonexperimental correlational study used Deci and Ryan's self-determination theory and the leadership theories of Burns, Avolio, and Bass as a framework to address 2 research questions. The first research question examined the relationship between principal leadership style and teacher motivation, and the second question addressed principal leadership style and teacher retention. The sample included 55 certified teachers working in public middle school and high school in a southeastern state. The teachers completed electronic versions of the Multifactor Leadership Questionnaire, the Basic Needs Satisfaction at Work, and demographic questionnaire. For the first research question, results from a multiple linear regression showed transformational leadership to be a significant predictor of teacher motivation. For the second research question, a binary logistic regression did not support a relationship between principal leadership style and teacher commitment to teaching. The information gained from this study may benefit principals and teachers by informing leadership approaches for organizational change that may enhance teacher motivation.
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Tanyi, Agnes A. "Parents' and teachers' perceptions of the relationship between teacher-parent interactions and teacher behavior in Metropolitan Atlanta, Georgia". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/1383.

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This study examined parents' and teachers' perceptions of the relationship between teacher-parent interactions and teacher behavior in elementary schools in Metropolitan Atlanta, Georgia. The study was based on the premise that interactions between teachers and parents are related to teacher behavior in the classroom. Teacher-parent conferencing, teacherstudent interactions, and teacher expectation of students were identified as indicators of teacher behavior. Moderator variables included ethnicity, gender, and grade level. A survey was developed to gather data for this research investigation and the Statistical Package for the Social Science (SPSS) was used to analyze the data. The researcher found that parents and teachers at the elementary school level reported a statistically significant relationship between teacher-parent interactions and the way teachers behave toward parents and students. The study also found some differences in perceptions between parents and teachers in certain areas. The conclusions derived from the findings of this study suggest that frequent and positive communications between teachers and parents are vital factors in students' well being. The results of this investigation clearly identifies the need for parents and teachers to stay in contact and positively so, with one another. Also, the study found that teachers tend to stay away from children whose parents are perceived to be negative and hard to deal with. Children stand to gain academically and socially if parents and teachers are complimentary of one another.
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May, Janet Marie. "Cultivating Teacher Leadership in Public Secondary Schools: Encouraging the Leadership Potential in All Teachers". Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/464371.

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Educational Administration
Ed.D.
Teacher leaders are people who lead by example and, in this school, most are not afraid to speak up even if it is not politically correct. Teacher leaders are selfless people who are looking out for what is best for all, especially the students. They are risk takers. With the introduction of technology and accountability measures, education appears to have changed more in the first seventeen years of the 21st century then in the entire prior 100 years of our nation. The knowledge and skills required by school administrators has greatly expanded. To that end, it seems most appropriate that schools are lead not only by a principal, but also by the teachers. The collective knowledge of a group of professionals is stronger than the knowledge of one individual person. Teacher leadership appears as a natural concept to utilize in order to achieve successful school reform and to increase the use of technology as an instructional tool. This study focuses on the specific actions of building principals in public secondary schools which will cultivate and nurture the leadership potential in teachers. A qualitative study, this research involved a multi-case study approach and focused on three public secondary schools spanning two Pennsylvania counties. Ninety-four surveys were conducted of professional employees. Of those, three building principals and seven of their teachers were selected to be observed and interviewed. While teacher leadership requires active steps be taken by both teachers and principals, this research centered on what the principal needs to do in order to nurture teachers to be leaders within their schools. A culture of trust and collaboration is essential, as is a shared vision of where the school is headed.
Temple University--Theses
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Allen, Megan Marie. "Teacher Leadership in State Education Policy". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3015.

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There is a national call for teacher leadership, which has occurred after many education reforms have struggled due to a perceived lack of teacher involvement. The purpose of this study was to examine whether teachers felt that their involvement in education policy had impact and whether there is ample teacher expertise in education policy. The overarching research question was to appraise educator perceptions of teacher impact on state education policy. The study revealed a perceived lack of teacher impact and education expertise. The conceptual framework was based on theories of adult learning and the development of expertise and supported the necessity of teacher expertise in policy discussions' because teachers are the ones who have developed classroom expertise and the potential impact of policy on classrooms. A case study methodology was applied with 5 state teachers of the year participants. The participants were from 4 states, recognized from 2012-2015, and had local, state, and national policy experience. Interviews were conducted to collect data, with direct interpretation and categorical aggregation through coding applied to analyze data during collection. After identifying a perceived lack of teacher impact, themes were identified that could create more effective impact. Themes were grouped into skills, knowledge, and dispositions that could be taught in a series of learning experiences, serving as curriculum for teachers to build expertise in policy. This project has the potential to assist educators in developing the skills, knowledge, and dispositions needed to become more effectively involved in policy. It also has the potential to create social change in the United States by assisting teachers in getting meaningfully involved in policy, thereby positively impacting public education for their students in their classrooms, schools, districts, and beyond.
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Moss, Wendi A. "The impact of Black teacher mentors on White beginning teachers". Thesis, Virginia Commonwealth University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560506.

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This qualitative study used a phenomenological approach to determine the mentoring process Black mentors used when mentoring White beginning teachers. Five mentors and their six mentees were surveyed and interviewed to find how cross-race mentoring processes in an urban school district in the Commonwealth of Virginia work. Seven themes emerged from the study: (a) perceptions of the mentoring process; (b) perceptions of classroom management; (c) perceptions of school quality; (d) perceptions of urban teaching; (e) perceptions of White advantage; and (f) presence of White privilege.

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Valentine, Sherri Monique Baker Paul J. "Teacher leadership graduate student realities /". Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398781&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181314599&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Paul J. Baker (chair), Amee Adkins, Gary S. O'Malley, Lucille Eckrich. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
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Woods-Murphy, Maryann. "Perceptions of Highly Recognized Teachers about Approaches to Teacher Leadership". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1811.

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State and regionally recognized New Jersey teachers struggle to use their professional knowledge in their schools and districts in roles other than teaching. The purpose of this study was to discover the perceptions of highly recognized New Jersey teachers who were interested in taking on additional roles and responsibilities in schools. Guided by Sergiovanni's concept of school communities, DuFour's vision of school culture, and Lieberman's professional development practices, this study examined the connection among these 3 concepts and explored approaches to the creation of trusting communities of teachers who work collaboratively to improve schools. The research questions focused on teacher leaders' perceptions of teacher leadership roles and the skills, knowledge, and dispositions they most valued. The participants were 12 state teachers of the year in New Jersey with 3 or more years of teaching experience. A case study design was used to capture the insights of participants through interviews, online discussions, and a focus group. Emergent themes were identified from the data through open coding, and findings were developed and validated. The key results were that teacher leaders have a desire to engage with school leaders to find ways to share their knowledge and skills with colleagues, and that they value big-picture thinking, fearlessness, and a clear commitment to their students. A project of customized content was designed to guide interested classroom teachers who aspire to be teacher leaders in order to develop the awareness and capacity to take on new roles in schools. Implications are that teachers will be empowered to become more deeply involved in school leadership and that school administrators will foster a culture that supports emerging teacher leaders.
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Książki na temat "Teacher leadership"

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Lashway, Larry. Teacher leadership. [Alexandria, VA]: National Association of Elementary School Principals, 1998.

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Lovett, Susan. Advocacy for Teacher Leadership. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74430-8.

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Lieberman, Ann, Carol Campbell i Anna Yashkina. Teacher Learning and Leadership. New York: Routledge, 2017.: Routledge, 2016. http://dx.doi.org/10.4324/9781315673424.

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National Endowment for the Humanities. Division of Education Programs, red. Humanities teacher leadership program. Washington, D.C. (1100 Pennsylvania Ave., N.W., Rm. 321, Washington 20506): National Endowment for the Humanities, Division of Education Programs, 2000.

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Harris, Alma. Improving schools through teacher leadership. Maidenhead: Open University Press, 2005.

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Gilberto, Arriaza, red. Collaborative teacher leadership: How teachers can foster equitable schools. Thousand Oaks, Calif: Corwin Press, 2006.

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Leadership strategies for teachers. Wyd. 2. Thousand Oaks, Calif: Corwin Press, 2007.

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Merideth, Eunice M. Leadership strategies for teachers. Arlington Heights, Ill: SkyLight Professional Development, 2000.

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1953-, Ferguson Margaret, i Hann Leonne, red. Developing teacher leaders: How teacher leadership enhances school success. Thousand Oaks, Calif: Corwin Press, 2008.

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Clair, Reason, red. Mirror images: New reflections on teacher leadership. Thousand Oaks, Calif: Corwin Press, 2011.

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Części książek na temat "Teacher leadership"

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Menlo, Allen. "Teacher Leadership". W Do Teachers Wish to be Agents of Change?, 279–87. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-959-3_15.

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Passmore, Amanda, Cristina Salvador i Catrina Dorsey. "Teacher Leadership". W Developing Teacher Leaders in Special Education, 17–39. New York, NY : Routledge, 2020. | Series: Routledge eye on education.: Routledge, 2020. http://dx.doi.org/10.4324/9780367814939-2.

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Berry, Barnett. "Teacher Leadership". W The Wiley Handbook of Teaching and Learning, 473–503. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781118955901.ch20.

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Taylor, Monica, Emily J. Klein, Kristen Trabona i Mika Munakata. "Feminist Teacher Leadership". W The Power of Teacher Leaders, 213–26. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-19.

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Mangin, Melinda, i Carolyn Ross. "Informal Teacher Leadership". W The Power of Teacher Leaders, 7–21. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003123972-3.

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Whitworth, Brooke A., Julianne A. Wenner i Dorit Tubin. "Science Teacher Leadership". W Handbook of Research on Science Teacher Education, 257–72. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003098478-23.

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Makoelle, Tsediso Michael. "School leadership and teacher leadership". W School Leadership for Democratic Education in South Africa, 102–15. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121367-7.

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Lovett, Susan. "How Do Teachers View the Concepts of Teacher Leader and Teacher Leadership?" W Advocacy for Teacher Leadership, 115–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74430-8_8.

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Bradley-Levine, Jill. "Critical Teacher Leadership Theory". W Promoting Teacher Advocacy as Critical Teacher Leadership, 150–69. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003094289-10.

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Visone, Jeremy D. "So, What Kind of School Do We Want, Anyway?" W Empowering Teacher Leadership, 1–37. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003190370-1.

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Streszczenia konferencji na temat "Teacher leadership"

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Dorczak, Roman. "TEACHER LEADERSHIP – HOW TEACHERS IN POLISH SCHOOLS UNDERSTAND TEACHER LEADERSHIP". W 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1787.

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Lethole, Lieketseng, June Palmer i Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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"Teacher Leadership: Views of Administrators and Teachers". W International Conference on Educational Studies and Applied Linguistics. Tishk International University, 2022. http://dx.doi.org/10.23918/vesal2022a47.

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Bradley-Levine, Jill. "Teacher Advocacy as Critical Teacher Leadership". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890776.

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Aziz, Muhammad Racmatul, Dwi Esti Andriani i Aris Suharyadi. "Indonesian Teacher Leadership Practices". W 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.030.

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Grant, David. "Responsible Leadership: How Teachers Perceive Principal Practices, Teacher Effectiveness, and Teacher Morale". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691080.

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Barcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1892498.

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Mangin, Melinda. "Critical Teacher Leadership: How Teachers Advocate for Transgender Students". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443632.

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Wan, Sally Wai-Yan. "Social Norms and Teacher Leadership: From Novice Teachers' Perspective". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577414.

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Barcus, Courtney. "Teacher Leadership: Perceptions and Experiences of Special Education Teachers". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892498.

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Raporty organizacyjne na temat "Teacher leadership"

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Carlton, Alan. A Comparison of Principal and Teacher Perceptions of Principal Leadership Skills. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.460.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati i Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), listopad 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Cadiero Kaplan, Karen, Magaly Lavadenz i Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Colón-Muñiz, Anaida, Magaly Lavadenz i Elvira Armas. The California English Learner Roadmap Toolkit for Institutes of Higher Education (IHEs): (Re)Designing Educator Preparation Focused on Equity for English Learner/Multilingual Students. Center for Equity for English Learners, październik 2022. http://dx.doi.org/10.15365/ceel.ihes2022.

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The California English Learner Roadmap Toolkit for Institutes of Higher Education was developed to address the education of English Learner and Multilingual students in California’s current university credentialing programs for teacher education, counseling, and educational administration/leadership. The purpose of this Toolkit is to: (1) provide a context for California’s university and other professional credentialing programs’ obligation to engage in reflection and (re)design processes that prioritize preparation of candidates who are well-equipped to serve culturally and linguistically diverse students in preschool–12 settings; (2) delineate the process and results of an examination of the alignment between the standards for Teacher Education, School Counseling and Educational Administration/ Leadership Credential Programs and the California English Learner Roadmap; and (3) offer tools that can support the urgent need for a more precise alignment of the educator expectations and the CA English Learner Roadmap to meet the needs of California’s English Learner and Multilingual student population.
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Berry, Barnett, i P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, czerwiec 2019. http://dx.doi.org/10.51388/20.500.12265/104.

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This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.
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Powerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, marzec 2021. http://dx.doi.org/10.51388/20.500.12265/115.

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The Powerful Learning with Computational Thinking report explains how the Digital Promise team works with districts, schools, and teachers to make computational thinking ideas more concrete to practitioners for teaching, design, and assessment. We describe three powerful ways of using computers that integrate well with academic subject matter and align to our goals for students: (1) collecting, analyzing, and communicating data; (2) automating procedures and processes; and (3) using models to understand systems. We also explore our four main commitments to computational thinking at Digital Promise: PreK-8 Integration; Commitment from District Leadership; Inclusive Participation of Students Historically Marginalized From Computing; and Participatory and Iterative Design.
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