The perceptions of teachers and principals in regard to teacher leadership and school improvement

2009 ◽  
Author(s):  
Nancy I. Akert
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
Perceptions Of Teachers

Teacher Leadership

2015 ◽  
pp. 257-282 ◽  
Author(s):  
Servet Özdemir ◽  
Ali Çağatay Kılınç
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
School Context ◽  
Important Variable ◽  
Future Research ◽  
Leadership Roles ◽  
The Past ◽  
Research Areas ◽  
Factors Influencing ◽  
The Relationship

This chapter focuses on teacher leadership, an important variable in the classroom and school improvement literature. The concept of teacher leadership has attracted increased attention in the past two decades. Teachers are assuming more responsibility for leadership roles and functions within schools. Despite the considerable amount of scholarly effort and time spent on investigating the teacher leadership concept, less is known about how it flourishes in the school context and how it relates to classroom and school improvement. Therefore, this chapter tries to shed some light on the teacher leadership concept and discusses its meaning, teacher leadership roles, factors influencing teacher leadership, the relationship between teacher leadership and classroom and school improvement, and future research areas on teacher leadership. Offering a framework for teacher leadership, this chapter is expected to contribute well to the guidance of further research on teacher leadership.

Transformational Teacher Leadership

2021 ◽  
pp. 521-536
Author(s):  
David Richard Litz
Keyword(s):  
Transformational Leadership ◽  
Educational Leadership ◽  
School Improvement ◽  
Teacher Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Cultural Perspective ◽  
Educational Environments ◽  
Essential Change

Transformational leadership along with change theory have become increasingly popular concepts within the field of educational leadership and administration during the last 20 years. This chapter examines the growth and popularity of transformational leadership, its relationship to organizational change, and the practical and theoretical justifications for its use as a relevant form of teacher leadership from a global and cross-cultural perspective. Emphasis is placed on discussing transformational teacher leadership practices as core strategies for modern educators in the process of overseeing teaching and learning objectives, contributing to school improvement and students' educational attainment, and managing essential change processes within globalized educational environments.

scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

Does NBPTS Certification Affect the Number of Colleagues a Teacher Helps With Instructional Matters?

2008 ◽  
Vol 30 (1) ◽  
pp. 3-30 ◽  
Author(s):  
Kenneth A. Frank ◽  
Gary Sykes ◽  
Dorothea Anagnostopoulos ◽  
Marisa Cannata ◽  
Linda Chard ◽  
...  
Keyword(s):  
School Improvement ◽  
Teacher Leadership ◽  
Value Added ◽  
Critical Force ◽  
Policy And Practice ◽  
National Board ◽  
Certified Teachers ◽  
Teaching Standards ◽  
Professional Teaching ◽  
Internal And External Validity

In addition to identifying and developing superior classroom teaching, the National Board for Professional Teaching Standards (NBPTS) certification process is intended to identify and cultivate teachers who are more engaged in their schools. Here the authors ask, “Does NBPTS certification affect the number of colleagues a teacher helps with instructional matters?” If so, this could enhance the influence of NBPTS-certified teachers and their contributions to their professional communities. Using sociometric data within 47 elementary schools from two states, the authors find that NBPTS-certified teachers were nominated more as providing help with instruction than non-NBPTS-certified teachers. From analyses using propensity score weighting, the authors then infer that NBPTS certification affects the number of colleagues a teacher helps with instructional matters. The authors then quantify the robustness of their inference in terms of internal and external validity, finding, for example, that any omitted confounding variable would have to have an impact six times larger than that of their strongest covariate to invalidate their inference. Therefore, the potential value added by NBPTS-certified teachers as help providers has policy and practice implications in an era when teacher leadership has risen to the fore as a critical force for school improvement.

Politics, School Improvement, and Social Justice: A Triadic Model of Teacher Leadership

2004 ◽  
Vol 68 (3) ◽  
pp. 254-262 ◽  
Author(s):  
P. Taylor Webb ◽  
Maureen Neumann ◽  
Laura C. Jones
Keyword(s):  
Social Justice ◽  
School Improvement ◽  
Teacher Leadership ◽  
Triadic Model

scholarly journals Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review

2021 ◽  
pp. 236-251
Author(s):  
Kamran Akhtar Siddiqui ◽  
Zulfiqar Ali Chachar ◽  
Zuhaib Zafar ◽  
Masood Ahmed Dool ◽  
Akash Kumar
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Physical Environment ◽  
Middle Eastern ◽  
Educational Institutions ◽  
School Teachers ◽  
Teachers Perceptions ◽  
The Usa ◽  
Teachers Professional Development ◽  
Perceptions Of Teachers

Teacher leadership is pivotal for the development of educational institutions. However, teachers’ perceptions about teacher leadership have been under explored. In this study, the researchers review sixteen studies conducted in the USA, South Africa and other European, Asian, and Middle Eastern countries. Four themes emerged after analysis of the texts: perceptions of teachers about teacher leadership practices, factors influencing teacher leadership, teacher leadership development, and barriers to teacher leadership. Results show that teacher leaders are engaged in mentoring teachers, coordinating with administration, curriculum development and implementation, and subject matter development. The physical environment of the school, teachers’ age, experience, qualification, and support from the administration also influences teachers’ perceptions about teacher leadership. Teacher leadership development is influenced by teachers’ own beliefs, principals’ support and teachers’ professional development. Some barriers to teacher leadership are also discussed in this paper.

Defining teacher leadership

2018 ◽  
Vol 100 (3) ◽  
pp. 38-44 ◽  
Author(s):  
Rebecca Cheung ◽  
Thomas Reinhardt ◽  
Elisa Stone ◽  
Judith Warren Little
Keyword(s):  
School Improvement ◽  
Science Teacher ◽  
Conceptual Framework ◽  
Teacher Leadership ◽  
Research Team ◽  
Teacher Leaders ◽  
Effective Instruction ◽  
District Level ◽  
Local School

Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.

scholarly journals Beginning teachers’ opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

2019 ◽  
Vol 43 (2) ◽  
pp. 243-257 ◽  
Author(s):  
Jacobiene Meirink ◽  
Anna Van Der Want ◽  
Monika Louws ◽  
Paulien Meijer ◽  
Helma Oolbekkink-Marchand ◽  
...  
Keyword(s):  
Beginning Teachers ◽  
Teacher Leadership ◽  
School Management ◽  
Leadership Perceptions ◽  
Staff Members ◽  
Management Staff ◽  
Perceptions Of Teachers
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