Key Characteristics of Teacher Leaders in Schools

Lumpkin, Angela; Claxton, Heather; Wilson, Amanda

doi:10.5929/2014.4.2.8

Cited by 21 publications

(32 citation statements)

References 12 publications

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“…The literature on teacher leadership in schools is robust and illustrative of teachers' many roles in school success (Lumpkin, Claxton, & Wilson, 2016;Muijs & Harris, 2007;Schrum & Levin, 2013;Welcher, 2018). Teachers can serve as change agents in developing a positive school climate and a viable standards-based curriculum serving as experts on pedagogy and curriculum (Schrum & Levin, 2013).…”

Section: Teacher Leadership In Schoolsmentioning

confidence: 99%

“…This model includes indicators or acts of demonstrated teacher leadership such as student advocacy extending beyond the classroom. As teachers progress in their careers, they are often tapped as teacher leaders to serve as role models and effective facilitators of learning (Lumpkin et al, 2016). Likewise, experience and expertise might influence teacher aspiration for policy process participation.…”

Section: Teacher Leadership In Schoolsmentioning

confidence: 99%

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Expanding the role of teacher leaders: Professional learning for policy advocacy

Derrington

Anderson

2020

EPAA

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Teacher leadership is important both within and beyond the school. Teacher leaders have the potential to expand their role beyond policy implementation in the classroom to influence educational policy development. However, few teachers receive explicit preparation or guidance for contributing their voice and providing first-hand knowledge of policy’s classroom impact. This study investigated the perceptions and experiences of educators who had completed a year-long fellowship designed to inform and guide teacher participation in state policy. The results indicate that participants perceive themselves as strong policy advocates with local stakeholders but believe they face barriers to influencing state policy leaders. The findings suggest that (1) barriers to policy advocacy must be examined and removed so that teachers can expand their expertise beyond the classroom and that (2) professional learning opportunities can develop teacher leadership skills for influencing policy formulation and adoption resulting in benefits for students.

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Section: Teacher Leadership In Schoolsmentioning

confidence: 99%

Section: Teacher Leadership In Schoolsmentioning

confidence: 99%

Expanding the role of teacher leaders: Professional learning for policy advocacy

Derrington

Anderson

2020

EPAA

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“…Indicator (14) was related to the type of questions being asked by the teachers. Indicators (20) and (21) were interrelated. The collected data revealed that only 7% of the teachers always provided feedback, and the majority of them (73%) sometimes did.…”

Section: Teacher Fieldmentioning

confidence: 99%

Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

Ghamrawi¹,

Al-Hassan²

2019

ijSciences

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This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers' capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of this paper are part of a larger study that employed the action research methodology, and was carried out over the course of one academic year in a K-12 private school in Mount Lebanon. The sample involved 15 teachers and data was collected through (1) a classroom observation tool; and (2) a teacher leadership survey. Data collection instruments were administered before and after the intervention program that aimed at leveraging the repertoire of classroom practices into student-centered learning environments. Microsoft Excel was employed to calculate descriptive statisctics. Results showed that the intervention had a slight, yet appreciable impact on the teaching-learning environment; and supported the development of teacher leadership skills.

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“…Upon closer reading of the studies conducted on teacher leadership, the researchers are typically directed to teacher leaders' traits and behaviours (Ado, 2016;Brosky, 2001;Bryant, 2017;Cherkowski & Schnellert, 2017;Clayton, 2014;Clayton, Kilbane & McCarthy, 2017;Cozensa, 2015;Cekuc, 2008;Fairman & Mackenzie, 2014;Frost & Durrant, 2003;Katzenmeyer & Moller, 2001;Kaya, 2016;Khan & Malik, 2013;Lambert, 2003;Lumpkin, Claxton, & Wilson, 2014;York-Barr & Duke, 2004), teacher leadership roles (Al Suwaidi & Schoepp, 2015;Evans, 1996;Fullan & Hargreaves, 1996;Ghamrawi, 2013;Katzenmeyer & Moller, 2001;Kelly, 2011;Little, 2003;Smylie & Denny, 1990), administrators' roles in teacher leadership (Accardi, 2016;Can, 2010;DeMatthews, 2014;Kolukcu, 2011;Savas, 2016, Smith, 2014, factors affecting teacher leadership (Aslan, 2011;Gonzales, 2001;Kilinc, Cemaloglu ve Savas, 2015;Silva, Gimbert & Nolan, 2000;Smylie & Denny, 1990), teacher leaders in school improvement and change (Ankrum, 2016;Fairman & Mackenzie, 2015;Frost, 2012;Hook, 2006;Muijs & Harris, ...…”

Section: Introductionmentioning

confidence: 99%

Teacher Leadership Perceptions in Turkish Culture: A Qualitative Analysis

Cemaloğlu¹,

Duran²

2018

JETS

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The purpose of this study is to reveal the perceptions of school administrators, teachers, students and parents on characteristics as well as attitudes and behaviours of teacher leaders. Phenomenological research design from qualitative rmethods was employed in this study. The participants were selected from school administrators, teachers, students and parents through maximum diversity sampling method. Data analyses relied on content analyses technique. The findings of the study showed that school administrators and teachers attribute some traits, such as being knowledgeable and leader to teacher leaders, whereas students attach more importance to being reliable, fair and egalitarian. Parents, on the other hand, consider teachers who are friendly and impressive as leaders. It was found in the study that teacher leaders enhance the student learning, become role models and advocate strong collaboration with colleagues. As a result, it can be said that teacher leaders are those having the potential to attract others to follow him / her.

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Key Characteristics of Teacher Leaders in Schools

Cited by 21 publications

References 12 publications

Expanding the role of teacher leaders: Professional learning for policy advocacy

Expanding the role of teacher leaders: Professional learning for policy advocacy

Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study

Teacher Leadership Perceptions in Turkish Culture: A Qualitative Analysis

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