Five Goals for Teacher Leadership

Coggins, Celine; McGovern, Kate

doi:10.1177/003172171409500704

Cited by 14 publications

(11 citation statements)

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“…The results of this preliminary study are in line with previous studies such as the one carried out by Coggins and McGovern (2014) , where it was concluded that educational leadership significantly contributes to the improvement of the outcomes of teaching and learning processes, also empowering teachers to formulate improvements to increase the effectiveness of the learning environment and student tracking. Another study conducted by Ross and Cozzens (2016) reinforces this premise, highlighting the importance of leadership support when assessing the diversity of teachers’ ideas and opinions.…”

Section: Discussionsupporting

confidence: 89%

A Preliminary Study Comparing Pre-service and In-service School Principals’ Self-Perception of Distributed Leadership Competencies in Relation to Teaching and Managerial Experience

et al. 2022

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So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels for each unit, based on an existing rubric to analyse students’ self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience (ME) and Teaching Experience (TE) in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools.

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Section: Discussionsupporting

confidence: 89%

A Preliminary Study Comparing Pre-service and In-service School Principals’ Self-Perception of Distributed Leadership Competencies in Relation to Teaching and Managerial Experience

et al. 2022

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“…Lo anterior, conduce a reflexionar sobre el papel que cumplen los programas de cualificación docente y su relación con el liderazgo. Si bien un número de estudios se han focalizado en el impacto de formas de liderazgo en la escuela (Hallinger & Heck, 2012;Harris, 2003;Horn & Marfán, 2010;Sleegers, et al, 2014), las percepciones y experiencias de los profesores sobre experiencias de liderazgo (Cheng & Szeto, 2016;Coggins & Mcgovern, 2014), en determinar concepciones de liderazgo de los maestros y su influencia en las prácticas escolares (Bernal & Ibarrola, 2015;Fairman & Mcckenzie, 2015;López, 2013), en examinar el valor que tienen los programas encaminados al desarrollo profesional de los docentes en el ejercicio del liderazgo desde su propia perspectiva (Snoek & Volman, 2014) y desde la de los directores en el ejercicio del liderazgo (Ross et al, 2011), muy pocos se han concentrado en determinar el impacto de programas posgraduales. Cuando se examina la literatura sobre este tema en Latinoamérica, y particularmente en Colombia, se observa una ausencia de estudios que abordan este campo.…”

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When university faculty nurture teacher leadership: ‘horizontal’ practices and values in a professor’s work with teachers

Whitney¹

2013

International Journal of Leadership in Education

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This research responds to the absence of studies related to the topic of teacher leadership in Colombia. The main objectives were: (1) interpreting the beliefs about the concept of leadership from a group of teachers, (2) identifying motivations, difficulties and achievements in their role as leaders and (3) determining, from their perspective, the transformations in their leadership fostered by the graduate qualification programs in which they participated. This qualitative, descriptive and interpretative study collected data through in-depth interviews from 21 teachers who were participants of postgraduate programs of the "Ruta de Formación", a program of Universidad de La Sabana. The results indicate teacher-leaders believed they were visionaries characterized by solid communication and social skills and were exemplary models within the community. The research highlights their role as innovators and as agents for the mobilization of actions and groups of people, and shows the influence of healthy relationships with principals and peers in the realization of their proposals. The research also reveals that qualification programs are opportunities to generate reflections that lead them to take actions based on the theory and to propose alternatives for the development of their skills and talents. The research emphasizes the need to generate synergies between the university and the student to respond more assertively to their qualification needs and support their process.

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“…Additionally, teacher leadership is instrumental in school reform whereby teachers' roles in collaborative decision making ultimately influence the success of students . Beyond school reform and improving student outcomes, Coggins and McGovern (2014) emphasized that teacher leadership is also crucial to extending the professional growth of teachers who wish to remain in the classroom. Furthermore, they stated that teacher practice is positively impacted by teacher leaders who influence their colleagues to take a lead in policy making decision.…”

Section: Introductionmentioning

confidence: 99%

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2021

REAL

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Article InfoThis editorial situates the special issue in the context of some of the dominant understandings of teacher leadership that appear in literature that spans several decades and includes comprehensive literature reviews. Then the origins of the International Study of Teacher Leadership are outlined and the process of forming a large international research team, developing research questions, and creating a study design is explained. This is followed by an overview of the articles in the special issue that present the findings from the first two stages of the International Study of Teacher Leadership, plus a report about teacher leadership in southeastern Mexico. The editorial concludes with a caution about the potential inappropriate use of the concept of teacher leadership across different contexts.

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Five Goals for Teacher Leadership

Cited by 14 publications

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A Preliminary Study Comparing Pre-service and In-service School Principals’ Self-Perception of Distributed Leadership Competencies in Relation to Teaching and Managerial Experience

A Preliminary Study Comparing Pre-service and In-service School Principals’ Self-Perception of Distributed Leadership Competencies in Relation to Teaching and Managerial Experience

When university faculty nurture teacher leadership: ‘horizontal’ practices and values in a professor’s work with teachers

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