Teacher Leadership for Change

Brondyk, Susan K.; Stanulis, Randi Nevins

doi:10.1080/00228958.2014.871675

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…The number of researchers stress on the social nature of teacher leadership and its expression within the social interactions between teachers and their colleagues. Hairon, Goh, & Chua (2015) viewed a close relationship between teacher leadership and communication within the professional learning communities in terms of building collegial relationships, enhancing teacher learning (Hairon, Goh, & Chua, 2015), improving teaching and learning practices through discussion-based teaching (Brondyk & Stanulis, 2014).…”

Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

“…Teacher leadership requires individuals with specific knowledge of teaching and learning, experts of teaching in certain fields, aspiring to learn and develop as professionals (Brondyk, & Stanulis, 2014). Hairon et al (2015) states that the positional influence (formal role) is less important than the possession of certain skills, related to facilitation, content subject, also teaching experience and coordinating the endeavors of other group members.…”

Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

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Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

Jurgilė

Пономаренко

Kaminskienė

et al. 2020

SIE

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The purpose of the current paper is to explore the concepts of “teacher leadership” and “teacher-leader”. The current article highlights and compares the usage of the two concepts, explores the new perspectives for determination of teacher leadership within school environment. It draws from literature on teacher leadership and on-the-job leadership development to explore insights and issues on teacher leadership development, and it presents cases for theoretical determination of both concepts. The concept analysis method was implemented in order to collect the recent literature and explore the concepts of “teacher leadership” and “teacher-leader”. The novelty of the current research is the definition of peculiarities in usage of both terms. The results indicate that the concept of teacher leadership is regarded as a process and activity, while the concept of teacher-leader is mostly regarded as a component of teacher’s professional identity. The article concludes with implications for further theoretical research on teacher leadership.

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Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

Section: Literature Review: Attributes Of Teacher Leadership Conceptmentioning

confidence: 99%

Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

Jurgilė

Пономаренко

Kaminskienė

et al. 2020

SIE

View full text Add to dashboard Cite

show abstract

The Development of Teacher Leadership Inventory in Malaysian Educational Context

Mansor

Yunus

Yuet

2020

Technology Supported Innovations in School Education

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Teacher Leadership for Change

Cited by 2 publications

References 4 publications

Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

Exploring the Literature on Concepts of Teacher Leadership and Teacher-Leader: Is There a Difference?

The Development of Teacher Leadership Inventory in Malaysian Educational Context

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