Teacher Leadership Research Articles

Contextualised shared leadership: A Canadian case study

ABSTRACT This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student success, and strong community support. Members of the school agreed to have two university researchers conduct further interviews, observe school-wide, grade level and subject area meetings. Two school-based researchers collaborated to identify key members of the school community, flag salient planning and celebratory events, and participated in ongoing debriefing meetings with the university researchers. All four researchers engaged in data analysis and reporting. The research team identified four themes. First, the teacher work theme included positivity, shared expectations for professionalism, and rigour. Second, communication included unique internal and external communication strategies. Third, there was a learning culture that utilised unconventional information sources. A fourth theme was operational support. Results highlighted the holistic nature of teacher leadership and suggested that teacher leadership is a complex, sophisticated state of being. Results challenge school governance stereotypes and invite educators to work with a sense of vocation and mission.

Empowering Urban Educational Leadership: Exploring the Nexus of Educational Leadership, Teacher Compensation, and Socioeconomic Equity in an Urban School District in a Mid-Atlantic State in the United States of America

This study examined teacher leadership, the intricate interplay of culture, education, and the college board race gaps in SAT scores, and their collective impact on academic performance within the Baltimore City Public Schools. The study specifically explored the correlation between teacher salaries and academic achievement while considering persistent factors such as poverty, which consistently hindered academic success for predominantly Black and Brown students, as many seasoned teachers are exiting and too few are joining the profession. Ineffective leadership and inadequate teacher compensation, compounded by the challenges of poverty, were identified as major contributors to below-average academic performance in the urban public school system. Emphasizing teacher salaries, the research highlighted the linear relationship between salary increases and the growing issue of poverty among educators when adjusted for inflation. The meta-analysis conducted underscored the pivotal role played by effective leadership and quality education in enhancing student achievement and fostering socioeconomic growth. The study contended that educational and teacher leadership at the intersection of culture are imperative for adapting to 21st-century economic, technological, and societal transformations. The findings underscored the importance of addressing socioeconomic disparities among educational leaders to improve academic outcomes in urban public schools. Achieving fair compensation, resource accessibility, and fostering professional growth are crucial for attracting and retaining excellent educators, thereby creating an ideal learning environment for all students. The research provided a comprehensive framework for evidence-based parameter estimations in computational modeling, providing informed strategies to address challenges in urban public-school systems.

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.

Adaptive teacher leadership in a pandemic context: The case of Roma education in Bulgaria

This study describes how, during the COVID-19 pandemic, teachers working with Roma children in Bulgaria enacted leadership to support their most vulnerable students. The case of Roma education reveals the disruptive conditions of the health crisis and how they may have served as an adaptive challenge that prompted the emergence of leadership. Twelve elementary school teachers participated in the study. Conclusions assert the importance of trust, relationships, collaboration, and nontraditional educator roles as culturally responsive strategies to support the education of disadvantaged students. The study provides insights into the role of teacher leadership in addressing educational disparities, particularly during crises.

중학교 체육교사의 코칭리더십과 교사신뢰, 수업몰입의 구조적 관계

Objectives The purpose of this study is to introduce the concept of coaching leadership into school sports to ex-amine how physical education teachers' coaching leadership affects teacher trust and class attitude, and to verify whether teacher trust mediates the relationship between coaching leadership and class flow.
 Methods To this end, 372 copies of data were collected from 400 middle school students attending 8 middle schools in S City, and 351 copies, excluding 21 copies, including questionnaires that responded faithfully, were used for analysis. Technical analysis was conducted using the SPSS 28.0 program, and confirmatory factor analy-sis and structural equation model were applied using the AMOS 29.0 program.
 Results First, it was found that the coaching leadership of physical education teachers had a positive effect on teacher trust. Second, teacher trust was found to have a positive effect on class flow. Third, coaching leadership was found to have a positive effect on class flow. Fourth, teacher trust was found to have a mediating effect in the relationship between physical education teachers' coaching leadership and class flow.
 Conclusions The results of the study confirmed that physical education teachers' coaching leadership, students' trust in teachers, and class flow have a positive effect on each other, which means that coaching leadership can also be applied in school sports and can help students improve teacher trust and class flow. In addition, it can be presented as a reference for the right leadership and guidance methods to physical education teachers who guide students.

A critical analysis of the inclusivity of primary headteacher job advertisements

Previous research demonstrates the specific wording employed in recruitment materials can impact on an applicants perceived fit with the role being advertised, their inclination to apply and has included analysis of the effect of different text on under-represented groups. However, little research has explored the recruitment materials for specific roles, such as headteachers. A review of job advertisement research was used to synthesis a framework for the critical analysis of UK primary headteacher recruitment materials, a highly relevant area for exploration given the persistent lack of diversity in teaching leadership. This research concludes that primary headteacher recruitment materials are not inclusive as they do not explicitly encourage nor support diversity of appeal or engagement with recruitment processes, and has surfaced considerable scope for enhanced practice. No (0) job advertisements contained: job-sharing/flexible working opportunity; relevant employee benefits, for example, tax-free childcare; or a diversity statement/positive action initiative. Diversity is further undermined via inconsistent and unrealistic expectations in both person specifications and job descriptors. Highly inconsistent applicant packs and wide variation in advertised salary bands were unexpected findings that suggest a ‘cottage industry’ approach to primary headteacher recruitment and underpin recommendations for developing good practice and writing inclusive teaching leadership advertisements.

The Practice and Challenges in Teacher Leadership of Academic Managers: The Philippine Public-School Experience

The Practice and Challenges in Teacher Leadership of Academic Managers: The Philippine Public-School Experience

A University and Public High School Partnership for Personalized, Accelerated Science Learning

Many public schools serving students who are under-represented in STEM fields lack the resources to provide the science education expected in the twenty-first century economy. Universities can deploy their infrastructure and human capital to better support local public schools, better preparing the next generation of college students for success in higher education and access to STEM-related careers. This article describes a university-public school partnership between the University of Pennsylvania (Penn) and Paul Robeson High School designed to accelerate the science learning of Paul Robeson High School students by having Penn college students teach hands-on lab activities on the college campus. Here, the partnership is described from the perspective of the school principal and school-based teacher leader for science and math at Paul Robeson High School. We discuss results from recent state standardized exams suggesting that these activities improve science knowledge and understanding for the high school students. A key ingredient for the improved science skills may be the broad social aspects of feeling included in the university setting.

Leadership Skills and Teaching Creativity Through Art Education

Leadership Skills and Teaching Creativity Through Art Education

Exploring the nexus between servant teacher leadership behaviour, psychological empowerment, and cognitive learning: evidence from universities of Pakistan

Exploring the nexus between servant teacher leadership behaviour, psychological empowerment, and cognitive learning: evidence from universities of Pakistan

The importance of effective learning technology utilization, teacher leadership, student engagement, and curriculum in the online learning environment

The importance of effective learning technology utilization, teacher leadership, student engagement, and curriculum in the online learning environment

Potential influence of talent management and teacher leadership on talent flow in a selected hei in China

Potential influence of talent management and teacher leadership on talent flow in a selected hei in China

Improvement of Job Satisfaction Based on Teacher Leadership

Improvement of Job Satisfaction Based on Teacher Leadership

Superior Islamic school strategies in improving the quality of education through leader teachers and digital transformation

There is growing recognition in the world of education today that there is a belief in teacher agency and professional influence to be an important component in realizing improvements in the quality of learning and education systems in a comprehensive manner. The possibility and potential of teacher leadership has become a major issue in international discourse about a country's efforts to reform education according to the times. This study aims to examine further the superior school strategy in improving the quality of education through teacher leaders and digital transformation in Islamic educational institutions. Data collection techniques through observation, observation, documentation with qualitative research methods. The results of the research obtained that there are three main strategies that must be developed in Islamic schools in order to excel and have quality graduates so that they can improve the quality of Islamic Education Institutions evenly, namely (a) instilling character values in teachers as 'Leader Teachers', namely by improving moral character and performance character. (b) Prioritizing teacher competence as a Leader Teacher by thinking critically, creatively, communicatively and collaboratively as well as literacy with open horizons and (c) Managing learning through digital transformation with the method of mentoring and training teachers who will be digitally proficient in learning.

School teachers’ unions social justice approach in top-bottom decision-making process: A case study of school teachers’ unions in Northern Pakistan

Top-down decision-making process has revealed several challenges in educational reforms in North-West part of Pakistan. Political bosses and bureaucrats have often placed an authoritarian decision-making process where school reforms are implemented without much consultation with school teachers’ unions. Given the continued need of school teachers’ unions being one of the main stakeholders, it is necessary to examine the perspectives and experiences of the leadership of school teachers’ unions’ who work hard to make niche on the basis of social justice approach in the top bottom decision making process and to identify ways to implement democratic decision making process. The purpose of the current exploratory qualitative study was to investigate school teachers’ unions’ leadership experiences in the top bottom decision making process, and their overall perspectives on the school-based reforms. This paper explores the perspectives and experiences of five most influential school teachers’ unions’ leaders regarding the nature of the decision-making process. Data was collected using semi-structured interviews and was analyzed using thematic analysis. Findings revealed that leaders faced several challenges in making their voices count in the current decision-making mechanism. Findings revealed the top-bottom decision-making mechanism is based on vested interests, disregarding the ground realities. School teachers’ unions challenge the top bottom approach and support initiatives for evidence-based knowledge, arranging conferences and debates, using print and electronic media to convey their views. They are also use strikes and demonstrations as their last option. The study implies that there is a need for a democratic decision-making mechanism where the input from the school teachers’ unions is given due consideration in school based reforms.

The Role of Innovate Leadership towards Teacher’s Professional Development in Secondary Schools in Georgetown, Malaysia

Educational organisations are committed to providing high-quality education and preparing students for success in a competitive global environment. In recent years, there has been a growing recognition of the role of innovative leadership in promoting the effectiveness of teachers’ professional development. Furthermore, this paper aims to examine the impact of innovative leadership on the effectiveness of teachers’ professional development. This study also aims to identify the level of innovation in leadership and the effectiveness of teachers’ professional development. The population of this study is 474 teachers, and the sample size of this study is 214 teachers in Georgetown District. The data was collected with surveys using questionnaires (Statistical Package for Social Science 28) is used to obtain descriptive and inference statistics, including the mean, standard deviation, and Pearson correlation coefficient. The findings of the data show a high level of innovative leadership and effectiveness in teachers’ professional development in secondary schools at Georgetown. The innovative leadership variable shows it affects the effectiveness of teachers’ professional development variables directly through the teacher’s emotions. This study yielded significant insights with broad implications for educational leadership and practice. This study resonates with various theoretical frameworks and empirical studies, affirming the pivotal role of visionary and supportive leadership in fostering an environment conducive to continuous learning and improvement in teaching practices. In conclusion, the study reaffirms the significance of innovation leadership as a key driver in the realm of educational development.

Practice of Transformational Leadership of School Heads and Work Performance of Teachers in Public Elementary Schools

Good leadership is significant since it is one of the motivating factors that motivate teachers to excel in providing quality education to learners. The purpose of this study is to measure the extent of the practice of transformational leadership of school heads and the work performance of teachers in public elementary schools in District V of the Division of Bacolod City. Random sampling was used to identify the 175 respondents. The study utilized descriptive, comparative, and correlational research designs and an adapted researcher-made survey questionnaire, which was validated and underwent reliability tests. The research found that school heads were perceived to have a high level of transformational leadership practice and were rated very high by Master and Grade 2 Teachers. Teachers' performance was generally outstanding, except for Grade 2 Teachers, who had very satisfactory ratings. The study concluded that there was no significant difference in leadership practices and work performance according to variable length of service, teaching position, marital status, and grade level taught. Furthermore, no significant relationship was found between the transformational leadership of school heads and teachers' work performance. Research indicates that elementary school teachers assessed their school heads as transformational leaders, and teachers demonstrated a high level of work performance. In conclusion, despite the positive effects of transformational leadership on motivation at work, it does not significantly impact teachers' performance. Thus, factors such as teaching styles and classroom strategies may significantly influence work performance.

The Mediating Role of Motivation on the Relationship between Transformational Leadership and Work Performance of Teachers from Sta. Josefa District

This study investigated the mediating role of motivation in the relationship between transformational leadership and work performance among secondary school teachers in Sta. Josefa District, Agusan del Sur, Philippines. Using a quantitative non-experimental research design, data were collected from 131 teachers across seven secondary schools. The study employed the Multifactor Leadership Questionnaire (MLQ) Form 5X, Individual Work Performance Questionnaire (IWPQ), and a motivation scale adapted from previous research. Results revealed very high levels of transformational leadership (M = 4.37, SD = 0.76) and motivation (M = 4.42, SD = 0.64), with high overall work performance (M = 3.53, SD = 0.95). Significant positive correlations were found between transformational leadership and motivation (r = 0.63, p < 0.001), motivation and work performance (r = 0.391, p < 0.001), and transformational leadership and work performance (r = 0.435, p < 0.001). Mediation analysis using the Sobel test (z = 3.19, p = 0.001) indicated that motivation partially mediates the relationship between transformational leadership and work performance, accounting for 39.4% of the total effect. These findings contribute to the understanding of leadership dynamics in educational settings and suggest the importance of fostering both transformational leadership practices and teacher motivation to enhance work performance. Implications for educational leadership, policy, and future research are discussed.

The Connotation, Issues, and Construction of Teacher Leadership in China at the Present Time

The Connotation, Issues, and Construction of Teacher Leadership in China at the Present Time

Educator Competency and Capacity Development Model in the 21st Century Era (Study of Principal and Teacher Leadership Models in the Indonesian National Education "Merdeka Belajar" Program)

Educator Competency and Capacity Development Model in the 21st Century Era (Study of Principal and Teacher Leadership Models in the Indonesian National Education "Merdeka Belajar" Program)