Abstract
This article introduces new perspectives, principles and recommendations for the successful development of teacher leadership. It draws from literature on teacher leadership, work redesign, and on-the-job leadership development to explore key insights and questions for teacher leadership development, and it presents a conceptual–theoretical model to guide the practice of teacher leadership development. The article concludes with implications for promoting such practice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have