Abstract
The purpose of the study was to compare self-leadership behaviors of Thai and U.S. elementary teachers using the Revised Self-Leadership Questionnaire. Findings indicated that Thai and U.S. elementary teachers had self-leadership behaviors at a high level. Significant differences in self-leadership behaviors were found for Thai teachers regarding two demographic variables, and for U.S. teachers regarding four variables. The study identified strengths related to the cultures of each group of teachers that were seen as potential benefits to the other group. These strengths provided the basis for recommendations related to professional development and teacher training.
Highlights
Katzenmeyer and Moller (2001), and Hilty (2011) highlighted teachers’ potential ability to influence others toward improved educational practice
It was estimated that: 1) both Thai and U.S elementary teachers possessed a high degree of self-leadership behaviors, 2) there were significant differences in self-leadership behaviors of Thai and U.S elementary teachers regarding selected demographic variables, 3) Thai and U.S elementary teachers were different in terms of the degree of self-leadership behaviors, and 4) all selected variables had a statistically significant correlation with self-leadership behaviors
Results are presented in table 1 according to the following: any score that falls between 4.51-5.00 is term, Very High Extent (VHE), 3.51-4.50=High Extent (HE) 2.51-3.50=Moderate Extent (ME), 1.51-2.50=Low Extent (LE), and 0.00-1.50=Very Low Extent (VLE)
Summary
Katzenmeyer and Moller (2001), and Hilty (2011) highlighted teachers’ potential ability to influence others toward improved educational practice. A partial list would include serving as a coach or consultant to individual teachers, managing the curriculum, serving as department chair, developing curriculum or materials, mentoring new teachers, coordinating professional development, facilitating action research, managing the distribution of materials needed for teaching, and participating in decision making (Harris & Muijs, 2005). As these examples indicate, the teachers’ self-leadership role can vary substantially from one location to another. One way to conceptualize environments is to conduct a resource analysis, focusing primarily on financial or material, social, and human resources (Coleman, 1988; Gamoran, Anderson, Quiroz, Secada, Williams, & Ashmann, 2003; Spillane & Thompson, 1997)
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