Empowering Leaders in a Master's in Literacy Program: Teacher Candidates' Self-Efficacy and Self-Perception as Literacy Leaders

Mongillo, Geraldine; Lawrence, Salika A.; Hong, Carrie Eunyoung

doi:10.1080/01626620.2012.730344

Cited by 5 publications

(4 citation statements)

References 2 publications

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“…Yet, a recent study of specialist preparation programs suggests that only slightly more than half (53%) of all programs require a leadership course or engage students in practicum work that involves mentoring teachers (Quatroche & Wepner, ). In sum, more leadership courses and hands‐on experience working in partnership with teachers seem to be necessary to prepare the reading specialists of today and tomorrow (Mongillo, Lawrence, & Hong, ).…”

Section: Implications For Today's Reading Specialists School Leadersmentioning

confidence: 99%

Leader, Teacher, Diagnostician, Colleague, and Change Agent

Galloway¹,

Lesaux²

2014

The Reading Teacher

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Reading specialists are conceptualized as instrumental to literacy reform efforts focused on data‐driven instruction and improvement of reading outcomes at all levels. But this has meant a real shift in their role. To keep pace with these changes in the literacy reform movement, in contrast to even 10 years ago, the role of the reading specialist is now outlined as both an educator of students and of teachers. Because the last comprehensive review occurred in 2001, we have attempted to synthesize, for the field, what is known about the daily work of today's reading specialist.

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Section: Implications For Today's Reading Specialists School Leadersmentioning

confidence: 99%

Leader, Teacher, Diagnostician, Colleague, and Change Agent

Galloway¹,

Lesaux²

2014

The Reading Teacher

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“…Past research has recognized literacy leadership as a topic that is traditionally addressed in master's programs that prepare specialized literacy professionals, such as reading specialists and literacy coaches (Bean et al, 2015;Mongillo et al, 2012). However, ongoing conversations surrounding teacher quality (Darling-Hammond, 2000;Goddard et al, 2000) and literacy teacher preparation (ILA, 2015) have signified the importance of cultivating literacy leadership among all teaching professionals.…”

Section: Discussionmentioning

confidence: 99%

“…Although much literature has stressed the importance of developing leadership among preservice teachers (Ado, 2016;Bond, 2011;Dunlap & Hansen-Thomas, 2011;Holland et al, 2014;Pucella, 2014;Rogers & Scales, 2013), program-based preparation efforts with literacy leadership primarily occur in master's degree programs that lead toward professional certifications for specialized literacy roles in schools, such as reading specialists or literacy coaches (Bean et al, 2015;Mongillo, Lawrence, & Hong, 2012). Therefore, novice classroom teachers such as Ms. Sanchez enter schools ill equipped and unprepared for the task of literacy leadership.…”

Section: Preparing Preservice Teachers As Literacy Leadersmentioning

confidence: 99%

Are We Preparing Teachers for Literacy Leadership?

Sharp¹,

Piper²,

Raymond³

2018

The Reading Teacher

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All teachers must be literacy leaders in their classrooms and schools. Recent concerns surrounding teacher quality and literacy teacher preparation prompted the current inquiry, which examined the diverse ways in which literacy teacher educators cultivate literacy leadership among preservice teachers. The authors used a one‐shot qualitative research design and applied understandings related to distributed leadership and teacher leadership as theoretical lenses. Sixty‐five respondents participated in the current inquiry, and data were analyzed using a three‐level classification diversity analysis. Three themes emerged during data analysis: Two addressed specific preparation techniques for literacy leadership that occurred in university contexts and community and professional contexts, and the third drew attention to the inadequacy of preparation efforts with literacy leadership. A discussion of findings for each theme is provided, as well as implications and recommendations for literacy teacher educators and teacher preparation program administrators.

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“…Some of these antecedents are at teacher levels (Schott et al, 2020). Some of these teacher-level antecedents are self-perception (Huang, 2016;Mongillo et al, 2012), experience (Angelle and DeHart, 2011), expertise (Struyve et al, 2018), motivation (Rogers, 2005), skills (Collinson, 2012;Liljenberg, 2016), teacher competence (Supovitz et al, 2010), extraversion (Landis et al, 2022), disposition (Carver, 2016, self-confidence (Pankake and Moller, 2007), and self-efficacy (Sun et al, 2017). An extensive body of research demonstrates that all these antecedents contribute greatly to the enactment of teacher leadership.…”

Section: Teacher Leadershipmentioning

confidence: 99%

The Impact of Self-Esteem on Teacher Leadership: An Experimental Design

Bolat

2023

iejee

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This study aims to examine the impact of self-esteem on teacher leadership beliefs in Türkiye through both correlational and experimental analyses since self-esteem is considered to be a crucial antecedent of leadership. The author conducts three separate studies with a sample size of 808. The first study (n = 237) uses correlational analyses (Spearman). The second study (n = 222) adopts a scenario-based, within-participants experimental design where the self-esteem level of teachers is manipulated. A paired t-test was used to analyze the data. The third study (n=349) employs a between-participants experimental design. ANOVA test was conducted to analyze the data. The correlational analysis of the first study found a positive relationship between self-esteem and teacher leadership (rho =.35, p < .001). The second study revealed that participants perceived teachers with high self-esteem to be more likely to exercise leadership, t(221) = 1.97, p < 0.01. The third study found that teachers who were primed to have high self-esteem were more likely to adopt leadership beliefs, F(2, 348) = 3.91, p = .02. The result experimentally demonstrated that self-esteem is an important antecedent of teacher leadership. This study contributes to the literature on teacher leadership by providing a causal link between self-esteem and teacher leadership.

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Empowering Leaders in a Master's in Literacy Program: Teacher Candidates' Self-Efficacy and Self-Perception as Literacy Leaders

Cited by 5 publications

References 2 publications

Leader, Teacher, Diagnostician, Colleague, and Change Agent

Leader, Teacher, Diagnostician, Colleague, and Change Agent

Are We Preparing Teachers for Literacy Leadership?

The Impact of Self-Esteem on Teacher Leadership: An Experimental Design

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