Teacher Leadership Research Articles

Leading teacher professional learning for system-wide change: the leadership practices of teaching research officers (jiaoyanyuan) in China

ABSTRACT Teacher leaders at the system level are recognised to have the potential to promote teacher professional learning for systemic change. This study focuses on a special type of system-level teacher leader in China, i.e. teaching research officers (TROs, jiaoyanyuan), subject experts who facilitate teacher professional learning at the system level. Drawing on interviews with 19 district-level TROs from Zhejiang Province, the study qualitatively illustrates their leadership practices in leading and sustaining teacher professional learning for teaching improvement. The findings revealed that system-level leaders in China adopted six major leadership strategies, suggesting a hybrid construct of teacher leadership for promoting teacher professional learning. While challenging the paradoxical and segmental view of teacher leadership enactment in the Western context, the study reflects on the impact of TROs on teacher professionalism in China.

Transformational Teacher Leadership and Physical Education Students' Intention to be Active: The Mediating Roles of Motor Self-Efficacy and Enjoyment.

Previous research has highlighted positive associations between physical education (PE) teachers' transformational leadership and their adolescent students' intentions to be active. However, no prior investigators have addressed mediating variables of students' motor self-efficacy and enjoyment. Our aim in this study was to re-analyze the relationships between teachers' transformational leadership style and PE students' intentions to be active, while also examining the roles of motor self-efficacy and enjoyment as potential mediators in these relationships. The 429 adolescents in our sample were aged 14-16years (M = 14.97, SD = 0.85). To assess these variables, we used the Transformational Teaching Questionnaire (TTQ), the Motor Self-Efficacy Scale (MSES), the Intrinsic Satisfaction in Sport Instrument (SSI-EF), and the Intention of Being Physically Active Scale (MIFA). A structural equation model revealed significant and positive relationships between all these variables. Indirect effects were found between a transformational teacher leadership style and students' intentions to be active, through the students' motor self-efficacy and enjoyment as mediator variables, with enjoyment the most important mediating variable. Motor self-efficacy and enjoyment mediated the relationship between the teacher's transformational leadership and the intention to be active, as when students enjoyed themselves and felt capable of successfully performing an activity, they were more inclined to continue practicing that physical activity. This was likely the result of the support and individualized attention the teacher provided through transformational leadership. This type of leadership fosters an environment where students feel valued and motivated, increasing their positive experiences in physical education. Therefore, in this context, it is more likely that they will develop a stronger desire to remain physically active in the future. Thus, teachers might apply transformational leadership to promote students' increased self-efficacy and enjoyment as a means of influencing their future adherence to active leisure time behaviors.

Exploring the Role of Teaching Leadership in Enhancing Deep Learning Among Chinese Vocational Students: Mediating Effects of Academic Self-Efficacy and Teacher-Student Interaction in Blended Learnin

Introduction: This study investigates the relationship between perceived teaching leadership and deep learning within a blended learning environment among vocational students in Zhejiang Province, China.Objectives: The primary aim is to examine how academic self-efficacy and teacher-student interaction mediate the relationship between perceived teaching leadership and deep learning.Methods: Utilizing convenience sampling, the study collected data through 1129 valid online questionnaires from vocational students in Zhejiang Province.Results: Findings reveal that academic self-efficacy significantly mediates the relationship between perceived teaching leadership and deep learning. Furthermore, teacher-student interaction also functions as a mediator in this dynamic. Notably, a chain mediation effect involving both academic self-efficacy and teacher-student interaction is evident.Conclusions: The results underscore the crucial role of perceived teaching leadership in enhancing deep learning among vocational students. Importantly, the study highlights the mediating effects of academic self-efficacy and teacher-student interaction, providing valuable insights for improving practices in vocational education .

Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.

Antecedent of teacher agency: the role of teacher leadership

Antecedent of teacher agency: the role of teacher leadership

Antecedent of teacher agency: the role of teacher leadership

Antecedent of teacher agency: the role of teacher leadership

Exploring the landscape of pre-service teacher leadership: A systematic literature review

Exploring the landscape of pre-service teacher leadership: A systematic literature review

A Sustainable and Inclusive University on the Paradigm of Student Learning Satisfaction, Teacher Leadership, and Professional Disposition: The Case of Mongolian Universities

The leadership of the university teacher has the most important role in the development of the educational institution and society. Universities are facing rapid societal changes and the need for innovative pedagogical approaches, including the potential for faculty members to emerge as leaders both within and beyond their classrooms, becomes increasingly salient. Teacher leadership in this context represents a collaborative ethos, where educators engage in shared decision making, curriculum development, and pedagogical innovation, thereby enhancing both academic and institutional outcomes. University teachers play a crucial role in achieving the 4th Sustainable Development Goal by leveraging their leadership skills to provide inclusive, equitable, and high-quality education. Teacher leadership and student satisfaction are considered to be interconnected but, in turn, teacher leadership is influenced by teacher disposition. The intricate interplay between professor leadership and student satisfaction within higher education institutions (HEIs) reveals significant implications for both faculty and student experiences. This study investigated two aspects: firstly, the effect of teacher dispositions, especially motivation, communication, conscientiousness, teacher efficacy and willingness to learn, teacher leadership, and secondly, how teacher leadership affects student learning satisfaction. A survey was developed using questionnaire structural equation analysis using SmartPLS 4.0. Three hundred eighty-nine students studying in public universities in Mongolia participated in the survey. The research results show that teacher dispositions such as motivation, communication, and conscientiousness positively affect teacher leadership. In addition, it was proven that teacher leadership positively affects student learning satisfaction.

Transformational Leadership Strategies: Enhancing Teacher Leadership in Schools

This study investigates the strategies employed by principals to foster teacher leadership through a transformational leadership approach in a school in East Lombok. A qualitative case study method was utilized, involving semi-structured interviews and document analysis with four teachers and one principal as participants. The findings reveal three key strategies implemented by the principal: conducting regular meetings to address educational challenges and share best practices, facilitating teacher professional development through workshops and training, and actively involving teachers in decision-making processes. These strategies align with transformational leadership dimensions, including idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The results underscore the significant role of principals as transformational leaders in promoting teacher leadership, enhancing collaboration, and fostering a positive school culture. This study highlights the practical implications for principals to adopt transformational leadership practices to optimize teacher potential and improve overall educational outcomes. Further research is recommended to explore the challenges of implementing teacher leadership in diverse educational settings and to assess its impact on long-term school performance.

Tikking the Tok and Leading the Way: Teacherpreneurs Leading on TikTok

ABSTRACT Teacher shortages in the United States have increased the need for resources for teachers just learning to teach. The purpose of this study was to explore how teacherpreneurs, a type of teacher leader, are leading on TikTok. We grounded this study in the research on teacher leadership, including the five waves of teacher leadership and the most recent development of teacherpreneurship, as well as social media influencers. We qualitatively analyzed 300 videos from 30 different teacherpreneuers to determine the following themes: diverse narratives, entertainment, instructional resources, and advocacy. We describe implications for practice, including teacher preparation, as well as future research.

Personalized Learning Policy and Student Voice: A Statewide Case Study

This qualitative study examines the experiences of student leaders working in partnership with teacher leaders to implement Vermont’s Act 77, a state mandated personalized learning policy. Drawing on a theoretical framework that connects the zones of mediation and knowledge brokering research, this study explores the question: How do youth and adults experience youth leadership around the implementation of Vermont’s Act 77? Drawing on focus group data, interviews, and observations of youth leadership of personalized learning policy implementation across 18 high schools between 2014 and 2018, the study identifies the opportunities challenges of youth acting as knowledge brokers around state education policy in their schools. It concludes with implications for educational leaders and policymakers.

A Comparative Study of Sino-Australian Teaching Mode from a Cross-Cultural Perspective

In the context of global integration, cross-cultural research has received more and more attention. By comparing the teaching models in China and Australia, we discuss the differences in teaching ideas and methods and the different effects in teaching practice. China's education system is exam-oriented, attaching importance to the leadership of teachers, the collective consciousness, the transmission of knowledge and the students' learning ability. Australia attaches more importance to personality education, student-oriented learning style, attaches great importance to critical thinking and independent learning ability, and advocates equality and multi-cultural integration. By comparing the education models of China and Australia, it analyzes their advantages and disadvantages, explores the profound significance behind them, and at the same time, it provides for the possibility of the cooperation between China and Australia, and looks forward to the future development trend. This study shows that the educational models of China and Australia have their own characteristics and strengths, and the exchange and integration between different cultures have great inspiration to the educational practices of both countries, which contributes to the establishment of a more diversified and creative educational model in the context of educational globalization. On this basis, the author believes that China and the United States should learn from each other, and jointly improve their respective teaching level and improve the comprehensive quality of students.

Perilaku Inovatif Guru Melalui Kepemimpinan Transformasional, Knowledge Sharing, dan Kompetensi Digital

This study focuses on the problem of low innovative behavior of teachers that can hinder effective learning processes. The purpose of this study was to analyze the influence of transformational leadership, knowledge sharing, and digital competence on innovative behavior of teachers. The research method used was quantitative involving a sample of 143 teachers at the Nurul Iman Islamic Boarding School in Bogor. Data collection technique used an instrument with a Likert scale distributed to respondents, while inferential statistics were used to analyze the data. The results showed that there was a significant positive effect between transformational leadership and innovative behavior of teachers, where support and motivation from educational leaders contributed to increased creativity and innovation in teaching. In addition, knowledge sharing was shown to increase collaboration between teachers, while digital competence facilitated the application of technology in more innovative learning. The implications of these findings emphasize the importance of developing inspirational leadership and improving teachers' digital skills to create a more dynamic and responsive learning environment to students' needs. Thus, schools need to design training programs that focus on these aspects to support teacher professional development and improve the quality of education

Cultivating a STEM-driven School Culture: A Librarian’s Journey

Librarians play a crucial role in fostering discovery and a desire to explore new concepts. This exploratory case study examines the librarian’s role in implementing STEM concepts and applications in a Texas elementary school. Focus group and interview data were analyzed and coded to identify patterns and themes. This paper focuses on the emergent themes of the (a) librarians’ role in STEM education and (b) supporting a STEM-driven school culture. Findings include the librarian’s creation of a professional learning network, her leadership role, and how she supported a STEM-driven school culture. The results of this study point to the need to expand the definition of a STEM teacher leader to include non-traditional leaders such as librarians. Implications on how librarians can help create a STEM-driven school culture are discussed.

Analisis Kinerja Guru Penggerak di SD Negeri 149 Palembang

This research discusses the role of teacher leader in improving the quality of education and student learning outcomes. This research uses a qualitative method where this method uses interview techniques, observation and document analysis. This data collection uses a population of all teachers significantly contributes to the implementation of innovative teaching practices, the development of student potential and the formation of collaborative professional learning communities. Apart from that this research analyses the importance of teacher leader in increasing student involvement and create a safe and comfortable learning environment. This research has identified several challenges that will be faced including limited resources, time, the need for continuous training to improve competency. This is recommended so that schools can provide ongoing support and opportunities for professional development for teacher leader. Overall, the performance of teacher leader at SD Negeri 149 Palembang can play a crucial role, so that the school’s educational goals can be achieved which can provide benefits to the student’s learning experience.

Organizational Culture, Support and Teaching Leadership Among Preschool Teachers in China: Basis for Teachers’ Development Plan

This study explores organizational culture, support, and teaching leadership of preschool teachers in China as basis of teachers’ development plan. The study adopted a descriptive research method that gathered data through a questionnaire survey which were distributed to target respondents through Question Star; imported gathered data into SPSS 22 for data analysis. The participants of this study are preschool teachers from three early childhood education institutions in three cities in China. Out of a total population of 1554, 456 samples participated in this study. The results of the study showed that most of the respondents were female with a bachelor’s degree, between the ages of 36-45, and had been teaching for more than 11 years. This study analyzes the importance of organizational culture, support mechanisms, and teaching leadership on the personal growth and teaching quality of preschool teachers. The research results show that a good organizational culture can stimulate the work enthusiasm and creativity of preschool teachers, an effective support mechanism can help improve the professional ability and teaching level of teachers, and excellent teaching leadership can lead teacher teams to work towards common goals. Based on the research results, suggestions were put forward to strengthen organizational culture construction, improve support mechanisms, and cultivate teaching leadership, in order to promote the personal growth and improvement of teaching quality of preschool teachers. This study has certain theoretical and practical significance for kindergarten education management and teacher development planning.

Research on Problem-Oriented Teaching of Ideological and Political Theory Courses in Colleges and Universities

The process of teaching ideological and political theory courses in colleges and universities is a process of resolving doubts and confusions. Problems are the chain that runs through this process and are the motivation for the development of thinking activities. The teaching of ideological and political theory courses in colleges and universities must adhere to problem orientation. Problem orientation is a distinctive feature of Marxism, an inherent requirement for teaching ideological and political theory courses well, and an era requirement that adapts to the needs of student development. Problem-oriented teaching activities must adhere to the basic principles of unity between theoretical indoctrination and problem inspiration, unity between teacher leadership and student subjectivity, and unity between value guidance and emphasis on effectiveness. As the main force in cultivating morality and cultivating souls, teachers of ideological and political theory courses should adhere to problem orientation, establish a student-centered teaching concept under problem orientation, optimize the teaching content system with "problems" as clues, and innovate teaching methods based on problem-based teaching.

Academic Leadership of School Heads and Teachers’ Professional Conduct

Fundamentally, academic leadership of school heads is a measure expected to improve the professional conduct of teachers. In this study, the researcher selected the 205 secondary school teachers in District 1 in Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation and multiple linear regression analysis. Findings revealed that academic leadership of school heads and professional conduct of teachers in District 1 in Davao City were described as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship between academic leadership of school heads and professional conduct of teachers in Tugbok District 1 in Davao City. Evidently, regression analysis proved that academic leadership of school heads in terms of efficient planning and systematic inquiry were significant predictors of professional conduct of teachers in District 1 in Davao City. The study, therefore, conducted for further utilization of findings through publication in reputable research journal.

Teacher leadership and academic motivation in higher education

La investigación sobre los estilos de liderazgo es amplia y su aplicación se ha analizado en diversos contextos. La motivación estudiantil depende de múltiples factores internos y externos. Este estudio examina la relación entre estilos de liderazgo docente y la motivación en estudiantes universitarios de Ecuador y Perú. La investigación es de carácter cuantitativa y utilizó una muestra de 548 estudiantes universitarios. La muestra fue no probabilística por conveniencia. A través de un análisis factorial, se identificaron tres estilos de liderazgo: transaccional, transformacional y laissez-faire; y cuatro tipos de motivación: extrínseca, intrínseca hacia experiencias, intrínseca hacia el conocimiento y amotivación. El liderazgo transformacional está asociado con la motivación intrínseca y extrínseca de los estudiantes, mientras que el liderazgo laissez-faire se correlaciona con la amotivación. Se concluye que la correlación entre liderazgo docente y motivación estudiantil es consistente en ambos países, aunque se muestra más fuerte para Perú. Los resultados de esta investigación muestran que los estilos de liderazgo se asocian a tipos de motivación estudiantil. Futuras investigaciones deben orientarse a la identificación de relaciones de causalidad de estas variables.

The Impact of Teacher Leadership Traits on Student Success: A Correlational Study

In modern education, teachers act as mentors, helping students achieve their goals rather than just delivering knowledge. This study explores how teachers' leadership traits influence students' academic and social success, particularly in enhancing motivation and self-esteem. The study aims to assess the impact of teacher leadership on student self-esteem, examine the link between leadership traits and student achievement, and identify key elements of effective teaching. Using a correlational research design, data was collected from 400 participants, including 40 teachers and 100 students in grades 9–11 from various Chennai schools. Instruments like Rubinstein's self-assessment test and A. A. Rean's "Motivation for Success" questionnaire measured student motivation and leadership qualities. A strong link was found between teacher leadership qualities and student success. In classes where 58% of teachers displayed strong leadership skills, 64% of students were highly motivated, while only 35% of students in classes with less experienced teachers showed high motivation. Academic performance and self-esteem these skills can bee boosted with the significance of teacher leadership in student outcomes. One of the vital qualities for student success is teacher leadership. Educational institutions can create environments that support both academic achievement and personal growth by improving these skills.