Teacher Leadership Research Articles

The impact of Teachers Professional Development on Learners Academic Performance in Selected Primary Schools in Kumi District

The study was aimed at on examining the effects of teacher professional development on learners’ academic performance in Kumi district. Teacher professional development is one of the concerns among different stakeholders who have interest in education in most of the developed and developing nations. With a lot of pressure among the educators to improve the academic performance among the learners, teachers’ continuous professional development has become a necessity for the schools that are committed to improving the academic performance of their learners. Teachers' professional development refers to a continuous process of acquiring new knowledge, skills, and competencies to improve their teaching practices and enhance student learning outcomes. This development can take various forms and often involves both formal and informal learning opportunities. The study was guided by three objective (i) To examine the relationship between workshops and learners’ academic achievements ii to establish the relationship between teacher leadership and learners’ academic achievements iii To assess the relationship between motivation and learners academic achievements. The key aspects of professional development include online courses motivation, teacher leadership, workshops and seminars, mentoring, collaborative learning, in-service training, graduate education, peer observation and conferences. The purpose of this research paper was to find out how teachers professional development affects the academic performance of learners in primary schools in Kumi. This research was conducted in selected primary schools in Kumi district.

Innovative Teacher Leadership in Curriculum Construction

The Artificial Intelligence (AI)-driven smart learning management system (SLMS) innovates the knowledge production and dissemination, and reshapes the teacher roles and the school ecosystem. This study advances prior research by examining the impact of teacher digital leadership (TDL) based on SLMS on the campus organizational culture (COC), and how this relationship is mediated by two key abilities. Result shows that TDL has a profound impact on how much they influence the curriculum design and integration from knowledge-based perspective. It also indicates that their manner of curriculum construct in the SLMS has a significant effect on COC. The teachers awarded by the Teaching Ability Competition are particularly effective in operating a curriculum in AI-powered SLMS, and show effective informal leadership. The conclusion presents feasible measures for TDL in blended curriculum construct for innovative AI-teacher collaboration from micro perspective under reforms in recent China.

Empowering Educational Leaders: Nurturing Strong Teaching and Learning Environments in Kenyan Schools.

Purpose: Kenya’s paradigm shifts in curriculum from content based to competence-based curriculum is geared towards improving the quality of education to meet the global demands. This prompts the need to build a firm foundation from early childhood education through appropriate classroom learning experiences and good leadership. This study explored educational leaders' practices in their management of primary schools in Kenya. Methodology: This article draws evidence from the Longitudinal Study which was designed among other things to establish the best practices that teacher educators can adopt to inform the professional learning of Student Teachers to become effective champion teachers, and leaders. The study adopted a mixed method approach with a sample size of 29, comprising 4 education officers, 25 head teachers in Mombasa and Kilifi counties in Kenya. Findings: The findings revealed that most education leaders have embraced transformative leadership styles and policies to motivate their subordinates through action research, portfolio, mentorship, coaching, collaboration, and networking. Findings revealed further that mentorship is key in educational leadership and thus should be regarded as a vital aspect in teacher education and in professional learning. Data also indicated that leadership styles differ in relation to the context. Unique Contribution to Theory, Policy and Practice: The leader’s role is deeply involved with setting the school’s direction; thus, teacher leadership preparation is essential for successful implementation of education processes and programs. Hence, we recommend that school leaders should be adequately prepared to face the tasks and the accompanying contextual challenges they face once assigned the responsibilities to lead institutions.

Preservice teacher education stakeholders' perceptions of distributed pedagogical leadership in nurturing teacher leadership

AbstractThe need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed‐methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings.

Engagement in Transformational Leadership by Teachers Influences the Levels of Self-Esteem, Motor Self-Efficacy, Enjoyment, and Intention to Be Active in Physical Education Students.

In the school context, the teacher-student interaction style plays a pivotal role in ensuring optimal adolescent functioning. Over recent years, the significance of transformational teacher leadership in fostering student engagement and positive development has been underscored. This study aimed to examine the correlations between transformational leadership and adolescent self-esteem, motor self-efficacy, enjoyment in physical education classes, and intention for future physical activity. This research used an associative and predictive strategy. A total of 429 adolescents from Málaga, aged between 14 and 16 years (M = 14.97; SD = 0.85), participated in this research, which employed an associative, comparative, and predictive approach. The Transformational Teaching Questionnaire (TTQ), Motor Self-Efficacy Scale (MSES), Intrinsic Satisfaction in Sport Instrument (SSI-EF), and Intention of Being Physically Active Scale (MIFA) were utilized for variable assessment. Correlation, Multiple Regression, and cluster analyses revealed statistically significant correlations between transformational leadership and self-esteem, motor self-efficacy, enjoyment, and future activity intention. Specifically, it was revealed that motivational inspiration predicts self-esteem, motor self-efficacy, enjoyment, and intention for physical activity, whereas intellectual stimulation predicts motor self-efficacy, enjoyment, and intention for physical activity. Notably, the transformational leadership factors of intellectual stimulation and motivational inspiration were observed to predict scores across other variables, particularly enjoyment in physical education classes, both overall and by gender. These findings suggest that transformational leadership in physical education classes can significantly enhance student experiences, thereby promoting adherence to physical activity and healthy lifestyles among adolescents.

Enhancing Teacher Leadership in Shandong Province's Universities Perceptions, Challenges, and Pathways to Empowerment

Enhancing Teacher Leadership in Shandong Province's Universities Perceptions, Challenges, and Pathways to Empowerment

Teacher Leadership, Wellbeing, and Intent to Leave in US Rural Schools: Evidence from the 2020–21 National Teacher and Principal Survey

Teacher Leadership, Wellbeing, and Intent to Leave in US Rural Schools: Evidence from the 2020–21 National Teacher and Principal Survey

“I really got to think about my background, their background, and how do we come together on something?”: One emergent mathematics teacher leader's reflexive journey with Social Justice Mathematics

AbstractThis 2‐year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice‐oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr. Miller's reflexivity about his positionality, which he described as “upper middle class, highly educated parents, white, male,” in relationship to his students' positionality. He taught in a public charter high school in an urban city in the Northeast United States, where approximately 60% of students identified as Black, 30% white, 10% mixed race, 1% Asian American, 1% Latine, and less than 1% Indigenous, with 60% of students qualifying for free or reduced lunch. The article discusses of the importance of reflexivity for teachers and teacher leaders of all backgrounds, and especially when educators of dominant backgrounds work with students of historically marginalized backgrounds. The article calls for further research with more experienced mathematics teacher leaders of various backgrounds and contexts to further investigate justice‐centered mathematics teacher leadership.

Exploring the Conceptualization of Teacher Leadership in Namibia

The purpose of this study was to explore the conceptualization of teacher leadership in Namibia. A case study design was used within the qualitative approach. A sample of 45 participants was selected purposively from three (3) secondary schools. An interview guide, observation schedule, and document analysis were used to collect data from the participants. Data were analyzed using a thematic approach. The literature and the theoretical framework were used to compare and contrast the study findings. The literature and the theoretical framework were used to compare and contrast the study findings. The findings revealed that teacher leadership can be understood in terms of involvement and participation, empowerment, motivation and influence, collaboration, and leading and influence. The study recommends that the Ministry of Education, Arts, and Culture should develop and promote leadership development programs for teachers to understand and practice leadership and review contemporary policies to allow for democratic leadership practices.

Bridging theory and practice: A framework for STEM teacher leadership

Bridging theory and practice: A framework for <scp>STEM</scp> teacher leadership

Leadership as a profession in early childhood education and care

ABSTRACT Background Early childhood education and care (ECEC) centres have historically been overlooked and undervalued globally. However, recent economic investments and numerous changes have significantly impacted the role of ECEC centre leaders and their requirements. Moreover, recent research on educational leadership highlights its importance for both child development and employee well-being, as well as for maintaining pedagogical quality. Despite this recognition, ECEC centre leaders still lack systematic leadership education and adequate working structures. Purpose This study aimed to review research evidence to understand how Finnish ECEC centre leaders position themselves within the realm of leadership as a profession. Specifically, the focus was on identifying the key components of leader competence. Method We conducted a narrative structural analysis, following the framework developed by using data from 20 short writings by ECEC centre leaders. Four types of narrative were constructed to capture the essence of ECEC centre leaders’ competence. Subsequently, these narrative types were analysed using levels of narrative positioning to gain insights into how these different narratives relate to leadership as a profession. Findings Through this two-step narrative analysis, we identified four types of narratives among ECEC centre leaders: professional leader, contextual leader, teacher leader, and leader persona. The findings underscore the importance of pedagogical understanding and competence as central themes in the narratives of ECEC centre leaders. However, a comprehensive understanding of general leadership competence as a learnable practice was not consistently evident across the narrative types. Conclusion The reflection on these findings suggests that ECEC leadership as a profession is still an emerging phenomenon. Moving forward, there is a need for systematic leadership education and the development of functional leadership structures to clarify the concept of leadership as a shared practice and to ensure its effective implementation in ECEC centres.

Evolution and Current Research Status of Educational Leadership Theory: A Content Analysis-Based Study

Educational leadership theory is a dynamic and multifaceted subject that emerged from enterprise leadership perspectives, but it necessitates alignment with the practical aspects of educational management. To comprehensively grasp the evolution and present research status of this theory, content analysis is employed in this study to systematically analyze and quantify pertinent information. The key findings are as follows: Firstly, empirical research serves as the predominant research method in studying educational leadership theory. Within this field, qualitative and quantitative research methods are employed simultaneously. Moreover, case studies play a crucial role in advancing the development of issues and the construction of theories. Additionally, the distributed leadership theory has gained significant prominence within the realm of educational leadership. Current research methods employed in this theory are still in a stage of maturity, relying primarily on qualitative research to uncover underlying patterns among social phenomena through examination of specific cases. Finally, the primary focus of educational leadership theory lies in studying school managers and teachers. In light of the influence stemming from distributed leadership theory, teacher leadership has garnered increasing attention from scholars and has emerged as a burgeoning area of interest. This study contributes to the field by presenting a comprehensive framework for cognitive educational leadership theory through an extensive content analysis, thereby offering valuable insights into its overall developmental trajectory. These findings provide a macro-level perspective on educational leadership theory, particularly beneficial for subsequent researchers, especially those new to the field, seeking to grasp the broader landscape of this discipline.

The Roles, Opportunities, and Challenges of PAI Teacher's Leadership in Senior High Schools

The Roles, Opportunities, and Challenges of PAI Teacher's Leadership in Senior High Schools

Examining the Trends, Themes and Social Structure of Teacher Leadership Literature: A Bibliometric Review

Over the past decade, teacher leadership has garnered significant attention, playing a pivotal role in educational reform and enhancement. This bibliometric analysis explores teacher leadership research within the Scopus database from 2014 to 2023. The study aims to identify emerging trends, research gaps, and future implications for educational practice. By reviewing diverse studies, it examines the impact of leadership styles on teacher morale, student achievement, and school improvement. Additionally, it investigates educators' roles in fostering positive school climates, driving change, and promoting collaboration within the educational community. The data collection involved retrieving 1048 articles using the keyword "teacher leadership." Tools such as Microsoft Excel for frequency analysis, data visualization, and Harzing's Publish or Perish for citation metrics were employed to analyze the data. This analysis aims to deepen our understanding of the multifaceted dimensions of teacher leadership, providing valuable insights for researchers and practitioners. The study evaluates various bibliometric indicators, including language, subject area, publication trends, contributing countries, influential institutions, active source titles, citation patterns, authorship characteristics, and keyword distributions. The results highlight a significant increase in teacher leadership literature from 2014 to 2023, with the United States leading in contributions, followed by Turkey. In conclusion, this bibliometric analysis offers a comprehensive overview of teacher leadership research over the past decade. The identified trends and research gaps provide valuable insights for researchers, educators, and policymakers, supporting the advancement of teacher leadership as a critical tool for enhancing educational outcomes and professional development in the 21st century.

Creating and Validating a Digital Leadership Model for University Teachers, Liaoning Province

Background and Aims: In the era of digital transformation, digital leadership has emerged as a critical component of educators' ability to navigate and utilize data literacy in increasingly digitalized environments. University teachers, in particular, need digital leadership to adapt to advancements in technology and enhance their teaching and administrative skills. This study focuses on constructing and validating a digital leadership model specifically for university teachers in Liaoning Province. The research aims to identify the key components of digital leadership and develop a model that addresses the current and future needs of educators in this evolving landscape. Methodology: The study employs a grounded theory approach to build a theoretical structure of digital leadership for university teachers. Field interviews with a diverse group of university educators were conducted to gather qualitative data. This data was then analyzed through a series of open, axial, and selective coding processes, allowing the identification of six key categories that form the foundation of digital leadership. These categories were then subjected to quantitative analysis using structural equation modeling (SEM) to assess the fit of the proposed model. Validation was achieved through iterative model testing and refinement, ensuring that the final model accurately represents the digital leadership characteristics of university teachers. Results: The analysis revealed six key dimensions of digital leadership for university teachers: Digital Leading Insight: The ability to foresee digital trends and incorporate them into teaching strategies. Intelligent Teaching Organization: Effective integration of technology in teaching methods to enhance learning outcomes. Industry-Education Integration Promotion: Fostering collaborations between academia and industry to align educational practices with industry needs. Teacher Professional Development Learning: Ongoing self-improvement and learning to stay updated with technological advancements. Digital Cooperation and Communication Influence: Facilitating effective digital communication and collaboration within and across institutions. Digital Education Policy Decision-Making: Engaging in the formulation and implementation of digital policies in education. The model demonstrated a high degree of fit across all indices, confirming its validity as a framework for understanding digital leadership in the context of university educators. Conclusion: The study provides a validated model of digital leadership for university teachers, highlighting six core competencies that educators must develop to succeed in the digital era. Recommendations for fostering digital leadership include offering leadership development training, optimizing blended learning environments, enhancing collaboration, driving organizational change, establishing incentive mechanisms, and promoting an integrated culture of industry-education collaboration. The results suggest that addressing these areas will significantly enhance the digital leadership capacity of university teachers in Liaoning Province, thereby improving educational outcomes in the digital age.

Empowering Educators: Exploring the Link Between Teacher Leadership and Self-Efficacy at Chongqing Preschool Education College

Empowering Educators: Exploring the Link Between Teacher Leadership and Self-Efficacy at Chongqing Preschool Education College

Hubungan Kepemimpinan Pembelajaran Kepala Sekolah Lingkungan Kerja dan Iklim Sekolah Dengan Sikap Profesional Guru di SMP Negeri Kecamatan Pelaihari Kabupaten Tanah Laut

This research analyzes the direct and indirect relationship between Principal Learning Leadership, Work Environment, School Climate, and Professional Attitudes of Public Middle School Teachers in Pelaihari District, Tanah Laut Regency. This type of research is quantitative with an explanatory method using a path analysis model to analyze relationship patterns between variables. The research population was 140 teachers from 8 State Middle Schools in Pelaihari District, Tanah Laut Regency, and 104 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the study of the regression coefficient values ​​for the Principal Learning Leadership and Teacher Professional Attitude variables were 0.423, the Work Environment and Teacher Professional Attitude variables were 0.279, the School Climate and Teacher Professional Attitude variables were 0.232, the Principal Leadership and School Climate variables were 0.430, the Work Environment variable and School Climate of 0.515, the Principal Learning Leadership variable through School Climate with Teachers' Professional Attitudes of 0.778 and the Work Environment variable through School Climate with Teachers' Professional Attitudes of 0.805. In conclusion, a partial direct relationship exists between Principal Learning Leadership, Work Environment, and Teacher Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. There is an indirect relationship between the Principal's Learning Leadership through School Climate and Teachers' Professional Attitudes and the Work Environment through School Climate and Teachers' Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. Keywords: Principal Learning Leadership, Work Environment, School Climate, Teacher Professional Attitude

과학중점고 학생이 경험한 과학 교사와의 긍정적인 상호작용에 관한 현상학적 연구

This is a study on the instructional leadership of science teachers in the classroom experiences of science core high school students. In this study, the context that affects instructional leadership along with the contents of it was analyzed. For this purpose, we approached phenomenological research suggested by Colaizzi(1973) among qualitative research methods. The data was composed by conducting one-on-one in-depth interviews with research participants. Five students participated in the study. The researcher approached Colaizzi's phenomenological research, which emphasizes common experience rather than individual experience. As a result of the study, 47 subtopics emerged. The researcher grouped them into 15 top themes and presented them in 5 categories. The five categories were transformational class leadership, constructive cognitive ability, living science class, integration of theory and practice, and creation of knowledge ecosystem. Based on these research results, we discussed that a science teacher's instructional leadership is developed in the process of forming a learning community with students and creating a knowledge ecosystem.

Empowering Tomorrow's Educators: A Systematic Literature Review of Pre-Service Teacher Leadership

Empowering Tomorrow's Educators: A Systematic Literature Review of Pre-Service Teacher Leadership

Leslie T. Fenwick, Jim Crow's Pink Slip: The Untold Story of Black Principal and Teacher Leadership

Leslie T. Fenwick, Jim Crow's Pink Slip: The Untold Story of Black Principal and Teacher Leadership