Teacher Leadership Research Articles

Towards Digital Creativity: The Effect of Canva Application on the Creativity of Prospective Teacher Leaders

Towards Digital Creativity: The Effect of Canva Application on the Creativity of Prospective Teacher Leaders

The role of teachers in the development of student’s leadership skills

Understanding the trend of supply and demand in the labor market is important for different categories of stakeholders. For higher education institutions understanding of these trends is crucial in reforming educational programs and academic disciplines to better serve society, the economy, and businesses. For individuals, knowledge of trends can be a key factor in educational and career decisions. Trends in changes in key skills were analyzed and it was concluded that critical thinking, creativity, complex problem solving, leadership and social impact remain important in the process of global change. The influence of teachers on the development of leadership skills of students in the process of academic counseling was identified and the approaches of researchers to the quality teaching in higher education were analyzed, the skills necessary for teachers to develop leadership skills were determined, the leading role and functions of academic counseling for the development of leadership skills of students were defined. It was found that the level of development of the teacher's leadership skills directly affects the development of students' leadership skills. Students' interactions with their academic advisors have been found to play an important role in their overall learning experience. It is noted that tools for developing students' leadership skills can be modeling, group work, debates, etc., participation in which contributes to the formation of such leadership skills as vision; teamwork; communication; problem solving; teaching; motivation; management and decision-making.

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Transformational Leadership and Pedagogical Management in Basic Education Teachers in Peru: A Case Study

Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology

Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology

‘영아-교사 상호작용’에 관한 연구 동향 분석: 무상보육 정책 시행(2012) 이후 국내 학술지 논문을 대상으로

The purpose of this study was to comprehensively analyze the research trends regarding 'Infant-Teacher Interaction' published in domestic academic journals, in order to provide foundational data for the activation of research on infant-teacher interaction. To achieve this, a total of 93 papers published in domestic academic journals from 2013 to 2022, following the implementation of free infant care, were selected as the subjects of analysis. The study analyzed trends based on the periods of research, target subjects, methods employed, and content. The research findings are as follows First, research related to 'Infant-Teacher Interaction' has been consistently published in various academic journals, with the exception of 2017. Second, the research subjects predominantly focused on infants aged 2 years and younger. Third, in terms of research methods, survey research utilizing questionnaires held a prominent position, surpassing the majority of quantitative studies. Fourth, concerning the content of the research, studies related to teachers, individual factors, and teacher leadership overwhelmingly dominated. Based on these research outcomes, future research directions can be proposed. Research on 'Infant-Teacher Interaction' should not only focus on teacher-related variables but also explore various ecological aspects, including infant and parent-related factors. Additionally, a qualitative research approach is recommended to actively delve into the profound and internal explorations of human variables.

Teachers’ leadership in inclusive education in Johor Bahru, Malaysia

A strong foundation of teacher leadership is crucial in determining the effectiveness of inclusion practice in schools. The recent implementation of inclusive education in the educational settings has garnered a widespread attention by countries all over the world including Malaysia in 2010. The embracement of inclusive education concept is one of the effort in ensuring the equality and equity of education for all students. It gives students with special educational needs students’ equal opportunities to advance academically and socially like students from regular classes. This study aimed to explore the challenges in teachers’ leadership practices faced by Malaysian teachers in inclusive education settings and to study the strategy of teachers’ leadership in inclusive education. This study addressed the challenges based on the Katzenmeyer and Moller’s Teacher Leadership Model (2001). The study employed a qualitative method with case study design through face to face interviews with six (6) experienced teachers from two (2) public secondary schools. The instrument with semi-structured interview questions was used as an interview guide along with observation. The respondents of this study has been selected through non probability purposive sampling. The findings of the research had explored strategies and challenges of teacher leadership practice in depth and hopefully, the finding can be used as a reference to the teachers in inclusive education settings in Malaysia.

The Impact of Self-affirmation on Teacher Leadership: An Experimental Design

Teacher leadership has recently gained significant attention in the literature since there is enough evidence that it leads to effective student outcomes. Therefore, many scholars study the antecedents of teacher leadership. This study investigates the impact of self-affirmation on teacher leadership beliefs through an experimental design. Self-affirmation, a well-established construct in psychological science, refers to participants’ affirming their self-transcendent (e.g., empathy, justice, honesty) or self-enhancement (e.g., power, status, wealth) values through a writing exercise. In the experiment (n=221), participants were randomly assigned to one of three groups: a self-transcendent value-affirmation group (STVA), a self-enhancement value-affirmation group (SEVA), or a control group. Participants in three groups wrote about their self-transcendent values, self-enhancement values or their meals and completed teacher leadership belief scale. Analysis of variance (ANOVA) demonstrated that the STVA group had significantly higher scores on teacher leadership belief scales compared to the SEVA and the control group. This finding suggests that affirming self-transcendent values can lead teachers to adopt leadership beliefs, which in turn is likely to affect their leadership behaviours. School leaders can incorporate self-affirmation exercises into professional development programmes to facilitate teacher leadership.

Leadership by Progymnasium Teachers in Organising the Educational Process

The problem of leadership by progymnasium teachers in organising the educational process is analysed in this article. In Lithuania, a progymnasium is an educational institution providing a general education (forms 1 to 8) functioning as an intermediate link between an elementary school and a gymnasium. Quantitative research was conducted with the participation of 120 progymnasium teachers. The assessment of teacher leadership in organising the educational process was based on an SLII situational leadership model (Blanchard, 1985). The research revealed that in organising the educational process, teachers apply different leadership strategies: they provide gifted pupils with the possibility to take responsibility for carrying out a task; they praise and encourage pupils to express their opinions; they carry out tasks without direction; they allow pupils to make their own decisions on how a task will be carried out; they provide feedback, etc. In the organisation of the educational process, teachers tend to apply coaching, supporting and delegating styles of situational leadership. In order to organise the educational process more effectively, the examples of teachers-leaders in creating common educational scenarios and trying out innovative methods, mentoring couples, group supervision, and the creation of learning organisation at progymnasium, could be helpful.

Nurturing Teacher Leadership: A Principal Strategy to Develop Teacher Leader in Madrasah

This research paper aims to interpret the experience of Islamic school (Madrasah) principals in nurturing leadership skills of Islamic Teaching (PAI) teachers to lead outside the classroom in three State Madrasah of Central Java, Indonesia. It was qualitative research with a Phenomenology approach, using in-depth interviews, observation, and documentation. Data was analyzed using the Miles and Huberman Model of analysis by applying three steps: data reduction, data display, and verification. The result shows that the principals of three Madrasah in Central Java have nurtured PAI teachers leaders by distributing the leadership roles, modeling persistently to lead the various programs, applying a democratic style of leadership, building teachers' intrinsic and extrinsic motivation to work, applying learning organization by facilitating teamwork, training and development program. Thus, PAI teacher leaders can be developed well in Madrasah, Central Java. This can lead to improving the Human resources teacher quality at Madrasah so that it can face the challenges in this 21st-century era.

Planning for Climate Leadership

The profession of planning must act now to become an integral player addressing the existential crisis of climate change. This Commentary builds on the findings of the 2020–2021 Association of Collegiate Schools of Planning’s Presidential Climate Action Task Force, which assessed opportunities to enhance the academy’s climate leadership in research, teaching, and operations. We argue that our field must integrate climate research and education into all subfields, refocus on decarbonization, build a pipeline of diverse students involved in climate action, and develop the language and skills to grapple with planning for climate change.

Guidelines for Development Instructional Leadership for Secondary School Teachers in Qingdao

The objectives of this research were: 1) To study the current level of instructional leadership of secondary school teachers in Qingdao. 2) To develop the guidelines of instructional leadership of secondary school teachers in Qingdao. 3) To evaluate the adaptability and feasibility of instructional leadership of secondary school teachers in Qingdao. The sample group of this research was 291 teachers. The Interview group was 9 secondary school teachers in Qingdao and the evaluate 9 experts from secondary school in Qingdao. Research instruments include: 1) questionnaire. 2) semi-structured interview. 3) evaluation form. Data analysis by using percentage, mean, standard deviation and content analysis.
 The results were: 1) the current situation of instructional leadership of secondary school teachers in Qingdao was at high level, 2) the guidelines for developing the instructional leadership of secondary school teachers in Qingdao in four aspects, which contain 23 articles. there are 6 guidelines for optimizing professional development, 6 guidelines for enhancing teaching practice, 5 guidelines for improving school culture, and 6 guidelines for promoting learn. 3) adaptability of guidelines for developing the instructional leadership of secondary school teachers in Qingdao in four aspects were at highest level. and feasibility of guidelines for developing the instructional leadership of secondary school teachers in Qingdao in four aspects were at high level.

Perceived relatedness-support matters most for teacher well-being: a self-determination theory perspective

ABSTRACT This study investigated whether teachers’ perceptions of school leaders’ need-supportive practices were associated with teacher well-being using variable- and person-centred approaches. Self-determination theory was used as the theoretical lens. A sample of 611 high school teachers nested in 14 schools participated in this study. We first examined whether need-supportive leadership practices (i.e. support for autonomy, competence, and relatedness) were associated with well-being and ill-being via autonomous motivation. Results revealed that relatedness-support was positively associated with well-being and negatively associated with ill-being. However, autonomy and competence-support were not significant predictors. Next, we identified the existence of different subgroups of teachers based on their perceived need-supportive leadership using a person-centred approach. Results indicated four distinct subgroups: dissatisfied, ambivalent, average, and thriving teachers. Dissatisfied teachers have very low perceived need-support and scored particularly low in competence- and relatedness-support. Ambivalent teachers reported especially low relatedness-support. Average teachers reported average levels of need-support with scores close to the group average. Lastly, thriving teachers indicated the highest levels of perceived need-support. Each subgroup showed distinct motivation and well-being profiles. Overall, the variable and person-centred approaches provided converging evidence showing the importance of perceived need-supportive leadership for teachers’ motivation and well-being. Theoretical and practical implications were discussed.

Uncovering the complex relationships among distributed leadership, departmental teacher leadership, and professional learning community in Chinese schools

AbstractProfessional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school‐level, and less attention has been given to the departmental‐level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self‐efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self‐efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.

Digital impact, increases teaching leadership, challenge in increasing application of digital exams, sustainability

Digital impact, increases teaching leadership, challenge in increasing application of digital exams, sustainability

The Existence of Teacher Leadership and School Climate Impact on Teacher Performance

This research aims to determine the influence of teacher leadership and school climate on the performance of high school (SMP) teachers. This type of research uses a quantitative approach through path analysis. The sample consisted of 80 Medan 35 State Junior High School (SMP) teachers. Data collection was carried out using a questionnaire. The research results show: (1) Teacher leadership directly affects the learning climate in schools; the better the teacher leads the class, the better the learning climate created in the school environment. (2) Teacher leadership directly affects teacher performance; the better the teacher's leadership, the more the teacher's performance will also increase. (3) School climate has a direct positive effect on teacher performance, meaning that the better the school climate, the higher the teacher performance. (4) Teacher leadership indirectly affects teacher performance through the school climate because the teacher leads the class better and can work well together, internally and externally. A good school climate will be created. The school atmosphere will feel comfortable and peaceful when the members can work together, which ultimately results in a good performance for the teacher.

Teacher leadership for teaching improvement in professional learning communities

ABSTRACT Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter ‘first teachers’). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers’ learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run.

Classroom Teacher Leadership in State Elementary Schools: How Principal Supervision

The study's purpose was to determine the effect of the principal’s supervision on the leadership of class teachers. This study used a quantitative approach to the type of research ex post facto. The population in this study were 190 class teachers at State Elementary School Tapung Hulu District, Kampar Regency. The research sample was 129 elementary school class teachers. The technique used to determine the sample was cluster sampling based on the number of elementary schools in Tapung Hulu District, Kampar Regency, which totalled 23 schools. The trial was carried out by taking the remaining sample from elementary school teachers, namely 30 people. Data collection techniques use questionnaires that are distributed using Google Forms. The data analysis technique used descriptive statistical analysis and inferential statistical analysis using the SPSS (Statistics Package for Social Science) Version.23 program. The results showed that there was an influence of the principal's supervision on the leadership of state elementary school teachers in Tapung Hulu District, Kampar Regency. Supervision carried out by the principal regularly and continuously can improve teacher leadership in managing the class. The better the supervision carried out by the principal, the better the leadership of the class teacher, both in carrying out learning in class and in improving his abilities.

AMALAN KEPIMPINAN MORAL GURU BESAR LEPASAN PROGRAM PRIME DALAM ELEMEN NILAI MERENTASI ORGANISASI: SATU KAJIAN TINDAKAN PARTISIPATIF

This study aims to explore the moral leadership practices that exist among principals who have graduated from the Prime program (Principals Residency and Immersion Programme), from three primary schools in Malaysia. The element of leadership that is studied among head teachers is the practice of moral leadership that exists in the aspect of Organizational Values. This study was carried out in a qualitative approach using a participatory action research design (Participatory Action Research or PAR). A three-loop PAR model adapted from Crane and Richardson (2000)3 was used. A total of 21 people, from 3 national schools (SK) have become study participants. Those who became study participants consisted of head teachers, senior administrators and academic teachers. Data for this study were collected through interview techniques, observation and journal entries. The collected data was analyzed using thematic analysis method. The findings of the study show that head teachers who completed PRIme program, in each school studied, are able to develop moral leadership practices in the management of school organizations in planning element of Cross-Organizational Values. The implications of this study provide important information to the moral leadership of head teachers, school organization management and the PRIme module in more efficient moral leadership.

The Impact of Self-Esteem on Teacher Leadership: An Experimental Design

This study aims to examine the impact of self-esteem on teacher leadership beliefs in Türkiye through both correlational and experimental analyses since self-esteem is considered to be a crucial antecedent of leadership. The author conducts three separate studies with a sample size of 808. The first study (n = 237) uses correlational analyses (Spearman). The second study (n = 222) adopts a scenario-based, within-participants experimental design where the self-esteem level of teachers is manipulated. A paired t-test was used to analyze the data. The third study (n=349) employs a between-participants experimental design. ANOVA test was conducted to analyze the data. The correlational analysis of the first study found a positive relationship between self-esteem and teacher leadership (rho =.35, p < .001). The second study revealed that participants perceived teachers with high self-esteem to be more likely to exercise leadership, t(221) = 1.97, p < 0.01. The third study found that teachers who were primed to have high self-esteem were more likely to adopt leadership beliefs, F(2, 348) = 3.91, p = .02. The result experimentally demonstrated that self-esteem is an important antecedent of teacher leadership. This study contributes to the literature on teacher leadership by providing a causal link between self-esteem and teacher leadership.

Exploration of Ethical Leadership in Teachers in Government High Schools of Lahore

Exploration of Ethical Leadership in Teachers in Government High Schools of Lahore