Development of teacher leadership identity: A multiple case study

Sinha, Somnath; Hanuscin, Deborah L.

doi:10.1016/j.tate.2017.01.004

Cited by 108 publications

(124 citation statements)

References 43 publications

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“…Hence, this study suggests that suitable school environment for teacher leadership would enhance teacher professional learning, as teacher leadership is considered as a form of job-embedded professional development (Poekert, 2012). Besides, teachers holding a formal leadership position is not required to perform as a leader (Sinha & Hanuscin, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…It is evident that leadership does not solely rely on principals or head of departments, but also other teachers working in the subject departments practice leadership to support colleague teachers (Velarde, 2017). Hence, working with colleagues is the major aspect of teacher leadership to lead within and outside the classroom (Sinha & Hanuscin, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Mohamed¹,

Razak²,

Abdullah³

2018

IOJEL

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Teacher leadership in schools has become a vital area of investigation in supporting teachers' engagement in professional learning. Hence, this survey study aims to examine the influence of teacher leadership on teacher professional learning, using a sample of 371 teachers working in schools of Maldives. Teacher Leadership School Survey (TLSS) and Teacher Professional Learning Scale (TPLS) were used to collect data. The data was analysed using SPSS (Statistical Package for Social Science) version 21.0 with descriptive and inferential statistics. The results of the study indicated that teacher leadership was positively and significantly associated with teacher professional learning based on teachers' perception. The findings also revealed that only two dimensions of teacher leadership -collegiality and developmental focusfound as significant predictors of teacher professional learning. Based on the statistical results, implications of the findings were discussed in the context of teacher leadership and teacher professional learning. The areas of significance identified by this study can guide authorities to provide leadership training to foster culture of teacher leadership in schools. Consequently, recommendations and suggestions for future research were also presented.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Mohamed¹,

Razak²,

Abdullah³

2018

IOJEL

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“…Various researchers have linked teacher leadership and professional identity (e.g., Collay, ; Margolin, ; Marlow, ). However, Sinha and Hanuscin () posit as the main finding of their work that [science] teacher leadership development can be “characterized as a synergistic interplay of an individual's views of leadership, engagement in leadership practices and identity development” (p. 368). Through our utilization of the I‐IMPACT framework, we have recognized the need to explore concrete manifestations of the interaction between views of leadership/leadership practice and professional identity.…”

Section: Overview Of the I‐impact Conceptual Framework And Literaturementioning

confidence: 99%

“…Various researchers have linked teacher leadership and professional identity (e.g., Collay, 2006;Margolin, 2007;Marlow, 2009). However, Sinha and Hanuscin (2017) Professional vision and professional identity represent two components of our conceptual framework that describe mechanisms for how to develop teacher leaders. These components guided the design of the professional learning experiences provided for MTFs.…”

Section: Core Components and Relevant Literaturementioning

confidence: 99%

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

et al. 2018

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The program team operating an NSF Noyce Master Teacher program has been building a conceptual framework for developing teacher leaders. The program has focused its efforts on a group of 16 chemistry and physics teachers in Southeast high‐needs schools. The conceptual framework is based on the view that teacher leaders are those individuals who retain a classroom presence, while simultaneously innovating practice and empowering others. A core principle of the framework is that embodying these attributes requires an ability to see oneself and the teaching practice in a way that goes beyond the expertise associated with content and pedagogical knowledge. Evidence drawn from years three and four of the NSF Noyce Master Teacher program are presented to demonstrate the participating teachers’ understanding of the framework's components. These data also indicate the potential of the teachers to use the framework's principles to engage in leadership activity. Characterizing such understanding and the changes in it are foundational to determining the way such a framework influences teachers’ approaches to leadership. This paper has implications for the growing number of teacher leader initiatives across the United States, and for the question of whether science, technology, engineering, and mathematics (STEM) teacher leadership should be considered separately from a general notion of teacher leadership.

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“…This leadership role formation process balances the identity formation with perceived leadership views and practice. Sinha and Hanuscin (2017) recognized that leadership students must be exposed to new leadership practices and opportunities, deepen their leadership competence, and connect with leadership role models in order to begin to feel, think, and behave as a leader. Leadership development involves a "fragile process" (Ibarra, Ely, & Kolb, 2013, p 62) by which emerging leaders view themselves in a new way.…”

Section: Theme 3: Identity Emergencementioning

confidence: 99%

Leadership Role Identity Construction in Women’s Leadership Development Programs

Brue¹,

Brue²

2018

Journal of Leadership Education

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Vision has long been a quality and characteristic defining leadership. To cultivate vision among undergraduate students in a course, the United Nations' Sustainable Development Goals are utilized as a foundation to inspire a vision that connects local service and personal interests to global, complex issues. Students select a goal to work with for various projects throughout their courses in a program, culminating with the selection of a goal to build a vision around for future contribution as leaders in our world. Student feedback indicated a positive impact of the SDGs on the awareness of global issues and the active role each can play at the local level for progress to continue moving forward.

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Development of teacher leadership identity: A multiple case study

Cited by 108 publications

References 43 publications

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Strengthening the vision: Examining the understanding of a framework for teacher leadership development by experienced science teachers

Leadership Role Identity Construction in Women’s Leadership Development Programs

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