Teacher Leadership Concept: A Review of Literature

Hamzah, Nurulain; Noor, Mohd Asri Mohd; Yusof, Hamidah

doi:10.6007/ijarbss/v6-i12/2483

Cited by 12 publications

(11 citation statements)

References 3 publications

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“…Subsequently, the three-stage process reflects the impact on the dynamic development of student learning. Such empirically based ideas do not contradict the findings of those previous studies which state that teacher's leadership is related to the development of students [3,4] by sharing practice, initiating changes through cooperation with students [4], and expanding learning capacity.…”

Section: Discussionsupporting

confidence: 49%

“…Twenty-three women and 14 men participated. The distribution of participants by highest education level is as follows: bachelors (11), masters (23), doctors (3). Teachers worked in schools in both small (15) and large (22) cities and represented a variety of the country's regions: A (6), B (7), C (9), D (8), and E (7).…”

Section: Participantsmentioning

confidence: 99%

“…Teacher leadership starts in the classroom [1] and advances a conducive learning environment that fosters educational motivation and promotes student performance [2]. Strong leadership is essential for student growth in the classroom as teacher leaders believe their primary purpose is to maximize student development [3]. According to Harris and Jones, teacher leadership is an influence rather than a role or a formal responsibility, it is an action that goes beyond teachers' formally assigned classroom roles in order to share practice and initiate changes, and it develops pedagogical excellence within the classroom and beyond to influence the practice of others [4].…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

2021

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Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.

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Section: Discussionsupporting

confidence: 49%

Section: Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

2021

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“…From the literature, there is a strong link between the collective responsibility and efficacy of the teachers to their teaching effectiveness (Hamzah, Noor & Yusof, 2016). For instance, the self-efficacy of teachers as instructional leaders is positively and strongly related to improving instructional practice, innovative teaching approaches, improved parental involvement and communicating positive learning expectations (Ware & Kitsantas, 2007).…”

Section: B Issues Related To Teacher Leadershipmentioning

confidence: 99%

“…This conceptualization relates to improving the learning process by encouraging cooperation between expert, teachers and mentors in instructional delivery and professional development. There is an emerging conceptualization relating teacher leadership to transformational leadership whereby teachers have the ability to influence the community and school in delivering learning success (Hamzah, Noor & Yusof, 2016).…”

Section: A Development Of Teacher Leadershipmentioning

confidence: 99%

Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

Warren¹

2017

IRHE

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Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K-12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

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Analysis of influence of personality traits on career satisfaction and job performance of electrical/electronic technology education lecturers in Nigeria

Ogbuanya,

Salawu

2024

International Journal of Lifelong Education

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Teacher Leadership Concept: A Review of Literature

Cited by 12 publications

References 3 publications

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools

Analysis of influence of personality traits on career satisfaction and job performance of electrical/electronic technology education lecturers in Nigeria

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