Leadership Behavior Of Teachers Research Articles

Exploring Teacher’s Professional Identity in Relationship to Leadership: A Latent Profile Analysis

As a result of the COVID-19 outbreak, which has affected the whole world, teacher leadership has gained more significance. Teacher leadership is a multidimensional concept. While some teachers exercise leadership only at the classroom level, others exercise leadership at a macro level. This level of leadership enactment is directly related to how teachers construct their professional identity in relation to leadership. This study aims to explore the leadership-related professional identities of teachers who came to the fore, especially during the COVID-19 pandemic period by using latent profile analysis. The data were collected from a sample of 710 teachers. Teachers completed the Teacher Leadership Behavior Scale, which measures teacher leadership behaviors at four levels: classroom, parental, micro-level, and macro-level. Participants also completed the Rosenberg self-esteem scale, the teacher self-efficacy scale, the openness to authority scale, and the job satisfaction scale. As a result of latent profile analysis, three distinct profiles of teacher leadership identity emerged: those who exercise leadership at a minimum level, an intermediate level, and a maximum level across all four levels of teacher leadership. These profiles were labeled as “restricted professionality”, “intermediate professionality”, and “extended professionality”, drawing upon Hoyle’s conceptualization of teacher professional identity. These findings suggest that teachers construct their identities differently regarding teacher leadership. It is essential for school leaders to first explore the different levels of professional identity and tailor their professional development activities accordingly.

Professional Development Measuring the Relationship among Professional Development Activities, Teacher Leadership, and Life Satisfaction

The aim of this study was to compare the number of Professional Development (PD) activities the teachers attended, compare them by demographic variables, and investigate the relationship between these activities and teacher leadership and life satisfaction. The study sample was determined by the simple random sampling method and consisted of 821 teachers working in various provinces in Turkey. The results of the study are summarized as follows: A significant weak positive correlation was found between the teachers' beliefs regarding the function and importance of PD activities and the total number of PD activities they attended in 2020. It was found that the teachers' monthly income and the PD activities they attended per week and per year had a significant positive effect on their leadership behavior and that the leadership behaviors of teachers had a significant positive effect on their life satisfaction.

Teacher leadership and the Turkish context: the impact of the structural characteristics of the school and teacher leadership culture

PurposeThe aim of this study is to investigate the impact of the structural characteristics of the school and teacher leadership culture on teacher leadership.Design/methodology/approachThe correlational research model used the research. The predictors of teacher leadership were identified using hierarchical regression analysis provided by 447 K-12 teachers.FindingsThe findings revealed that teacher leadership was found to be influenced by school structural factors and teacher leadership culture. While the complexity and formalization sub-dimensions of the structural characteristics are variables that explain teacher leadership, the centralization sub-dimension did not play a significant role. Professional cooperation and administrator support, both sub-dimensions of teacher leadership culture, were found to explain teacher leadership.Originality/valueIn the literature, teacher leadership have been studied enormously from past to present. It is seen that teacher leadership is affected by school culture and structure. From this point of view, this study focused on the context in which teacher leadership behaviors emerged.

Shared Leadership of Teachers through their Interpersonal Communication Competence

This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.

Okul Etkililiğinin Bir Yordayıcısı Olarak Öğretmen Liderliği

In this study, the relationship between teacher leadership and school effectiveness was examined according to the teacher perceptions. 546 teachers in total working at primary, secondary and high schools in Uskudar district of Istanbul participated in the study. The “Teacher Leadership Scale” and “Effective School Scale” were used to collect the data in the study. The arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression analysis were used in the analysis of the data. The results of the study indicated that school program and educational process were the most effective dimension and the student dimension was the least effective dimension among the school effectiveness dimensions. The level of exhibiting teacher leadership behaviors was found to be above the medium level. It was also found out that all dimensions of teacher leadership had positive and significant relationships with all dimensions of school effectiveness. On the other hand, the results of the study indicated that institutional development was the significant and the only common predictor of all dimensions of school effectiveness among the teacher leadership dimensions. The results of the study were discussed with regard to the related literature, and some suggestions were presented.

The Effect of Bureaucratic School Structure on Teacher Leadership Culture: A Mixed Study

The aim of this study is to examine the relationship between the effective functioning of the bureaucratic school structure and the teacher leadership culture. The study was carried out with the sequential mixed model approach, which is one of the mixed method designs. A total of 492 teachers working in primary, secondary and high schools located in Beyo?lu district of Istanbul province in the 2016-2017 academic year were included in the quantitative section of the study, and 20 teachers from the same district were included in the qualitative section. The “Effectiveness of the School Structure Scale” and the “Teacher Leadership Culture Scale” were used in collecting the quantitative data of the study. Descriptive analysis, correlation analysis and regression analysis were used in the analysis of quantitative data. In the qualitative section of the study, data were collected through semi-structured questions. The content analysis was used in their analysis. In the study, it was determined that the effectiveness of the bureaucratic structure of schools was at the moderate level and the schools’ levels of having teacher leadership culture were above the moderate level. The quantitative results of the study showed that the effectiveness level of the bureaucratic school structure had positive and significant relationships with the dimensions of occupational cooperation, school administrator’s support and supportive working environment, which are the dimensions of teacher leadership culture. It was observed that the effectiveness of the bureaucratic school structure explained the behavior of school administrator’s support, the supportive working conditions and the occupational cooperation environment that are the dimensions of teacher leadership culture, by 43%, 26% and 9%, respectively. Based on the interviews held with the participants, it was revealed that teacher leadership behaviors could be developed by school principals’ constructive and cooperative behaviors and the occupational, administrative and institutional supports, which will enable the roles of teachers. Furthermore, it was shown that culture in which teachers could exhibit leadership behaviors could be strengthened by the enabling structuring of the bureaucratic school structure.

Development and Validation of an Instrument to Assess Teacher Leadership Behaviors in a Math–Science Partnership Program

This paper describes the development and validation of a science teacher leadership instrument modeled on the seven domains of the Teacher Leader Model (TLM) Standards (The Teacher Leadership Exploratory Consortium, 2011). Instrument development was part of National Science Foundation–funded Mathematics and Science Partnership (MSP) program that aimed to develop science teacher leaders through the use of Project-Based Science (PBS) in the context of renewable energy. Ratings of professional development sessions presented by teacher leaders to their peers were analyzed to assess whether the instrument could be used to measure teacher leadership in this context. The resulting TLM Standards Instrument is presented as a valid instrument to observe the development and assessment of teacher leadership.

Relationship between High School Principals' Humor Styles and Teacher Leadership

This study aimed at examining the relationship between high school teachers' perceptions of teacher leadership and school principals' humor styles. A total of 252 teachers employed in 12 high schools located in the city centre of Ankara, Turkey participated in the study. “The Humor Behavior Scale” developed by Cemaloglu, Recepoglu, Sahin, Dasci and Kokturk (2013) and “The Teacher Leadership Scale” developed by Beycioglu and Aslan (2010) were used to gather data. Results of the study indicated that productive-social humor style was positively and significantly correlated with such dimensions of teacher leadership as institutional improvement, professional improvement, and collaboration among colleagues. Results also revealed that the productive-social humor style was a significant predictor of institutional improvement and professional improvement. Results were discussed within the context of the improvement of the leadership behaviors of teachers.

The Relation between Teachers’ Individual Values and Their Perception of Leadership

The present study aims to determine how much teachers’ individual values predict their teacher leadership behaviors. The population of the research consists of teachers working in elementary schools located in the city center of Erzurum, Turkey. The sample of the research consists of 388 teachers chosen with the random sampling method. Data were obtained from “Individual values” and “Teacher leadership” scales. Pearson Product Moment Correlation Analysis and Multiple Linear Regression Analysis methods were used in analyzing data. Findings showed that teachers’ individual values predict their teacher leadership behaviors at the rate of 37%. It was also determined that the most important individual values in teacher leadership are responsibility, candidness, discipline, respect and sharing variables.

Rethink Student Evaluation of Teaching

Does the student evaluation of teaching (SET) reflect the reality? In fact, there is a gap between SET scores and students’ achievement. Therefore, the purpose of this study is to stress the measurement of classroom dynamics in light of the conceptualization of transformational leadership. In order to picture more accuracy of the teaching evaluation procedure, it is argued that teacher leadership behaviors could be a potential component for examining teaching evaluations. The research findings revealed the moderate positive relationships between instructor’s transformational leadership and student engagement and satisfaction. Accordingly, it is conducive to include teacher leadership in the components of student evaluation of teaching. The implications and limitations of this study are discussed.