Empowering teacher leadership: a cross-country study

Báez, Clelia Pineda; Bauman, Cheryl; Andrews, Dorothy

doi:10.1080/13603124.2018.1543804

Cited by 26 publications

(39 citation statements)

References 44 publications

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“…Second, Leithwood et al ( 2020 ) revisited a four-path framework (rational, emotional, organizational and family) for the influence of school leadership on student learning and pointed out that school leaders can create a malleable “emotional path” out of four paths on student learning by shaping the nature of school work including teacher trust in colleagues (p. 11). Teacher leader emotions may influence “the emotional path” of teacher trust in colleagues because evidence suggests that teacher leaders’ efficacy is predicated on trusting interactions and mutual respect (Pinda-Baez et al 2020 ). Third, a job demands–resources (JD–R) model provides a theoretical framework (Bakker and Demerouti 2007 ) for the assumption that trust in colleagues, as a job resource, can encourage teachers to engage in school affairs as part of teacher professionalism.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Tian-jun

Chen

Bryant

2021

Asia-Pacific Edu Res

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The current study explores teacher leaders' emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note that pride negatively affected teacher professionalism through collegial trust. Implications and future directions are proposed in the form of theory and practice.

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Section: Literature Reviewmentioning

confidence: 99%

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Tian-jun

Chen

Bryant

2021

Asia-Pacific Edu Res

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“…Including the notion of the teacher leader would stimulate teachers to think of themselves as influential in school change and open spaces for principals to see them as their allies, which would, in & Marks, 2006), with principals delegating influence, interacting with teachers, and empowering them to improve learning experiences (Pineda-Báez et al, 2020;Sebastian et al, 2016;Szeto & Chen, 2018).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Conceptualizations of Teacher-leadership in Colombia: Evidence from Policies

Báez¹

2021

REAL

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Article InfoThis study sought to examine the conceptualization of teacher leadership in official education policies in Colombia with the aim of expanding the notion of this concept and providing information on the qualification of teachers in similar contexts. Content analysis was used to analyze documents focused on the recruitment, selection, and evaluation of teachers. The findings show that the concept of teacher leadership is nonexistent in Colombia and that the documents conceptualize leadership in terms of hierarchical figures, leaving aside the role of teachers in school improvement. However, traces of teacher leadership are found in connection to pedagogical leadership, promotion of a culture of evaluation, peacebuilding, and awareness of diversity. The study highlights the need to promote the image of the teacher as a leader and to improve the quality of initial and in-service preparation programs

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“…However, it is unclear how the construct of teacher leadership is conceptualised across countries. Whilst in some countries there is evidence of initiatives to develop teacher leadership for promoting school reform (Frost, 2011), Pineda-Báez et al (2019) noted that research on the conceptualisation of teacher leadership across different countries is sparse.…”

Section: Context Of the Studymentioning

confidence: 99%

Exploring the Concept of Teacher Leadership through a Document Analysis in the Australian Context

Kahler-Viene¹,

Conway²,

Andrews³

2021

REAL

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Article InfoThis paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education administrative levels. A document analysis framework stipulated by the larger study identified the attributes of teacher leadership. Twenty-one documents were analysed and the attributes in relation to five considerations impacting teacher leadership are discussed. Results indicated differences of dominant attributes across each of the levels: however, accountability and advocacy are consistently represented. Accountability filters through all four levels. The system is beginning to advocate and acknowledge pathways to leadership. At the state level, teacher leadership is strengthened through professional and collaborative practices. However, this paper suggests this is not consistently evident at the regional and local levels due to a number of pertinent organisational issues.

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Empowering teacher leadership: a cross-country study

Cited by 26 publications

References 44 publications

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Conceptualizations of Teacher-leadership in Colombia: Evidence from Policies

Exploring the Concept of Teacher Leadership through a Document Analysis in the Australian Context

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