Teacher Leadership Research Articles

Let Me in, Let Me in!: One Coach’s Efforts to Gain Access to Teachers’ Classrooms

This case explores Coach Rosa’s efforts to gain access to teachers’ classrooms to support teaching and learning. As Rosa demonstrates, working to gain access is a complex coaching practice and coaches cannot assume that their classroom access at any school is universal. School leaders, including district administrators, principals, coaches, and teacher leaders, using this case will learn about the wide range of access-granting strategies Rosa strategically leveraged to support her classroom entry for coaching work. Furthermore, school leaders will have the opportunity to reflect upon their own classroom access for coaching work and consider which access-granting strategies may enhance their access.

SPIRITUAL LEADERSHIP AND TEACHERS' PSYCHOLOGICAL WELL-BEING: THE MEDIATING ROLE OF GRIT: A CONCEPTUAL MODEL

With the comprehensive promotion of social transformation and educational reform, Chinese primary and secondary school teachers shoulder multiple tasks, and their work pressure is increasing, and their mental health is not optimistic. If teachers are in a state of low well-being for a long time, it will certainly bring great hidden dangers to the development of China's education. Therefore, we must attach great importance to the problem of primary and secondary school teachers' psychological well-being. This study aims to propose a conceptual framework involving spiritual leadership, psychological well-being, and grit of primary and secondary school teachers on the basis of previous studies by scholars. By exploring their relationship, we can provide insights for improving primary and secondary school teachers' psychological well-being.

School context matters? Faculty trust and academic emphasis moderating the effects of principals' distributed leadership on teacher leadership

PurposeThe importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.Design/methodology/approachA nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.FindingsThere were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.Practical implicationsThis study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.Originality/valueThe exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.

How are Educators Taking the Next Steps in Leadership and Entrepreneurship

ABSTRACT
 How are educators taking the next steps in leadership and entrepreneurship teaching concepts?
 In recent years the development of leadership as a concept has taken different meanings in the educational field. The following paper will explain some practical approaches on how this concept it’s been addressed in the classroom and outside in a different environment, as well as the settings of these courses to better equip the students with full understanding on a particular subject.
 
 Entrepreneurship has step up its game in fields that we were not used to see before. These entrepreneurial activities are directly linked with the leadership approach of an organization, start up, or school. Hence the importance of how to dive in into full understanding and delivery of the subject, not only through previous theories and proven concepts in particular organizations, but by the students putting themselves in a position of action, so that they can put in practice the knowledge applied.
 
 The author will examine responses of the students in entrepreneurship and leadership courses, from a University in China, from different majors, where cultural variables may be applicable as well. The study will have a qualitative approach, which will shed some light in the current practices from students and academics approach to the delivery of these subjects, and how to create a better learning environment incorporating theory and action plan, considering their major program and path in their own school curriculum.
 
 This paper aims to develop some understanding of innovative forms and approaches applied in Education, through the way of delivery some of the most important courses like Leadership and Entrepreneurship, since these courses could ultimately be applied to every sector of an industry.
 
 Keywords: Leadership, Education, Entrepreneurship, Management, Studies, University, Approaches

Understanding how to ignite teacher enthusiasm: The role of school climate, teacher efficacy, and teacher leadership

Understanding how to ignite teacher enthusiasm: The role of school climate, teacher efficacy, and teacher leadership

Influencer or teacher leader: an exploration of teacherpreneurs’ use of Instagram to lead

Ten teacherpreneurs’ Instagram accounts were analyzed for qualities of social media marketing and teacher leadership. Using a digital content analysis method, the researcher found that the 10 teacherpreneurs used Instagram to market their digital products sold on TeachersPayTeachers. The marketing strategies were direct and also engaged the audience. The quality and quantity of posts related to teacher leadership were lacking. Though the number of Instagram accounts analyzed was a limitation of this study, the research indicates that social media is not used by teacherpreneurs to advocate or lead, but rather to market.

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