Lateral networks of teachers in a centralised education system: Structures, processes, and development of teacher agency

Shaari, Imran

doi:10.1080/02188791.2020.1838879

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…In these settings, leaders can foster partnerships and leverage lateral teacher networks for expansive projects that cater to teachers' needs. These networks promote teacher agency through key designs: balancing daily practices with network activities, collaborating for innovation and organizing relationship-building activities (Shaari, 2018(Shaari, , 2020. However, establishing a learning community in a centralized context involves addressing normative and organizational challenges.…”

Section: Principals' Leadership For Professional Learningmentioning

confidence: 99%

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Abbaspour,

Hosseingholizadeh,

Bellibaş

2024

IJEM

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PurposeCurrent school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.Design/methodology/approachThis qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.FindingsEffective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.Originality/valueWe concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.

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Section: Principals' Leadership For Professional Learningmentioning

confidence: 99%

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Abbaspour,

Hosseingholizadeh,

Bellibaş

2024

IJEM

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Methodology to Study Teacher Agency: A Systematic Review of the Literature

Deschênes¹,

Parent²

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.</p>

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<span>Evaluating Professional Learning Networks using Value Creation Framework; A Literature Study</span>

Soleymani,

Specht,

De Laat

2024

SSRN Journal

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Lateral networks of teachers in a centralised education system: Structures, processes, and development of teacher agency

Cited by 3 publications

References 27 publications

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Uncovering the role of principals in enhancing teacher professional learning in a centralized education system

Methodology to Study Teacher Agency: A Systematic Review of the Literature

<span>Evaluating Professional Learning Networks using Value Creation Framework; A Literature Study</span>

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