Developing Teacher Leaders: Providing Encouragement, Opportunities, and Support

Abstract

Teachers' daily contact with students, other teachers, and the instruc tional program places them in a unique position to influence school reform efforts. Principals who are comfortable with teacher leaders can provide the encouragement, opportunities, and support teachers need to become leaders.

The Effect of Bureaucratic School Structure on Teacher Leadership Culture: A Mixed Study

“…In this context, it can be remarked that the behaviors of school administrators are effective in the formation of teacher leadership culture. School administrators contribute to the development of teacher leadership by sharing their experiences with teachers, giving feedback to teachers (Buckner & McDowelle, 2000), sharing the authorities and responsibilities, encouraging different studies in the school and rewarding the achievements (Barth, 2000). The fact that school administrators in schools share leadership (Brosky, 2009) and their behaviors for teachers to gain trust are important in the development of teacher leadership (Gehrke, 1991).…”

“…Secondly, the school administrator supports teachers. In this context, school administrators share leadership (Brosky, 2009;Chamberland, 2009), improve administrative and organizational processes in school (Beachum & Dentith, 2004), give teachers feedback about their works (Buckner & McDowelle, 2000) and increase the feeling of trust in teachers with the studies they perform (Gehrke, 1991). Finally, the supportive working environment refers to working environments that encourage teacher leadership in which trust is essential, and cooperation and communication are at a good level (Demir, 2014).…”

Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

“…The characteristics of schools with teacher leadership culture are as follows, respectively: (i) professional cooperation emphasizes the development and improvement of the school (Borchers, 2009), structuring schools as a learning community (Chamberland, 2009;Danielson, 2006;Gaffney and Faragher, 2010;Harris and Muijs, 2005;Hunzicker, 2012) and carrying out collaborative studies in line with the common objectives (Chamberland, 2009;Gaffney and Faragher, 2010;McCay, Flora, Hamilton and Riley, 2001;Muijs and Harris, 2006;) (ii) school administrator's support emphasizes the distribution of leadership across the school (Brosky, 2009;Chamberland, 2009;), sharing in school management and processes (Beachum and Dentith, 2004), an encouraging understanding (Heller and Firestone, 1995) and effective feedback behaviors for the teacher (Buckner and McDowelle, 2000). Ensuring school administrator's support is associated with the fact that teachers exhibit more leadership behaviors at school and make use of professional development opportunities.…”

Examining the Relationship between Supportive Behaviors of School Principals and Teacher Leadership

“…Another term related to teacher leadership is, "support from school principal." Support from the school principals plays a significant role in the emergence and development of teacher leaders (Buckner and McDowelle, 2000).…”

“…Öğretmen liderliği ile ilişkili kavramlardan biri de okul müdürünün desteğidir. Okul müdürünün desteği lider öğretmenlerin ortaya çıkmasında ve öğrenci başarısının arttırılmasında önemli bir rol oynamaktadır (Buckner ve McDowelle, 2000;Katzenmeyer ve Moller, 2009;Özdemir ve Kılınç, 2015). Ayrıca öğretmen liderliği ile ilgili yapılan çalışmalarda okul müdürünün destekleyici davranışlar sergilemesinin öğretmenlerin performansını ve etkililiğini arttırabileceği (Cemaloğlu, 2002), öğretmenlerin mesleki gelişimi ile ilgili olarak ihtiyaç duydukları enerjiyi sağlayabileceği (Harris ve Lambert, 2003), ve öğretmenler ile etkili bir iletişim ağının kurulmasını sağlayarak öğretmen liderliğini olumlu yönde etkileyebileceği (Mangin, 2007) vurgulanmaktadır.…”