Teacher Leadership: Going Beyond Classroom

Adams, Donnie; Samat, Syafizza Norida A.; Samah, Humamuddin Abu

doi:10.22452/iojel.vol2no1.1

Cited by 23 publications

(16 citation statements)

References 12 publications

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“…Tapping into the multidisciplinary leadership team, schools found that buy-in was established due to the team members’ ability to meet with their respective teams and contextualize the critical importance of the adoption of the SWPBIS framework within their schools. This finding directly supports the body of research highlighting that teacher leaders (in contrast to school administrators) are uniquely situated to influence the continued development and understanding of work toward improvement (Adams et al, 2018). It also showcased how distributed leadership practices, such as the leadership teams in these schools, shifted the responsibility for creating staff buy-in from the administrator to a team of teacher leaders (Mayrowetz, 2008).…”

Section: Discussionsupporting

confidence: 80%

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Scaletta

Hughes

2020

Journal of Positive Behavior Interventions

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The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

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Section: Discussionsupporting

confidence: 80%

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Scaletta

Hughes

2020

Journal of Positive Behavior Interventions

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“…Beverborg, Sleegers, and van Veen (2015), also conducted a study on teachers in Vocational Education and Training college by using a survey method that demonstrated transformational leadership of team leaders has both direct and indirect effect on teacher learning mediated by team work. However, more empirical research is required on teacher leadership to fill the gaps in knowledge and support teacher leadership demands in various contexts (Adams et al, 2018).…”

Section: Teacher Leadership and Teacher Professional Learningmentioning

confidence: 99%

“…Recent years have witnessed developments in the concept of school leadership with re-discovery of substitutes for leadership as leadership focus has moved beyond one central leader (Hendriks & Scheerens, 2013). Thus, success of schools relies on shared leadership due to complex demands on school leaders (Wilson, 2016), that makes teacher leadership inevitable in schools (Adams, A. Samat, & Abu Samah, 2018). Teacher leadership has been globally advocated for school improvement and reforms (Aliakbari & Sadeghi, 2014), and it is an integral part of global educational reform movement (Ali, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Mohamed¹,

Razak²,

Abdullah³

2018

IOJEL

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Teacher leadership in schools has become a vital area of investigation in supporting teachers' engagement in professional learning. Hence, this survey study aims to examine the influence of teacher leadership on teacher professional learning, using a sample of 371 teachers working in schools of Maldives. Teacher Leadership School Survey (TLSS) and Teacher Professional Learning Scale (TPLS) were used to collect data. The data was analysed using SPSS (Statistical Package for Social Science) version 21.0 with descriptive and inferential statistics. The results of the study indicated that teacher leadership was positively and significantly associated with teacher professional learning based on teachers' perception. The findings also revealed that only two dimensions of teacher leadership -collegiality and developmental focusfound as significant predictors of teacher professional learning. Based on the statistical results, implications of the findings were discussed in the context of teacher leadership and teacher professional learning. The areas of significance identified by this study can guide authorities to provide leadership training to foster culture of teacher leadership in schools. Consequently, recommendations and suggestions for future research were also presented.

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“…York Barr ve Duke (2004), lider öğretmenlerin, diğer öğretmenlerin ve okulun akademik performansını iyileştirmek amacıyla eğitim uygulamalarını geliştirmede okul müdürlerinin ve diğer meslektaşlarının da dahil olduğu grupları olumlu yönde etkilediklerini belirtmiştir. Lider öğretmenler birbirinden farklı becerilere sahip olabilirler, ama ortak arzuları bu becerileri öğrenmeyi geliştirmek ve öğrencilerin yararı için kullanırlar (Adams, 2018).…”

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Öğretmen Adaylarina Göre Li̇der Öğretmen

Gündüzalp¹

2018

jisr

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Öz Çevresindekileri etkileme gücü sürecinde öğretmenleri etkileyen, yönlendiren, güdüleyen ve harekete geçiren özellikleriyle eğitim-öğretim sürecinde en önemli unsur olarak görebiliriz. Günümüz eğitim yaklaşımları ile birlikte öğretmenin rolü yerini, geleneksel yapıdan uzaklaşarak öğrenciye bilgiyi sunan değil, öğrencinin bilgiye ulaşmasında rehber olma rolüne bırakmıştır. Lider öğretmenler sınıf ve okulun eğitimsel, öğretimsel ve kurumsal amaçlarını yerine getirmesinde dolaylı ve doğrudan bir etkiye sahiptir. Bu sebeple öğretmenlerin literatürde ortaya konmuş liderlik özeliklerinin yapılan çalışmalarla desteklenmesi ve geliştirilmesi önem taşımaktadır. Bu araştırmada, öğretmen adaylarının görüşlerinden yola çıkarak lider öğretmenlerin özelliklerini ve lider öğretmen metaforlarını belirlemek amaçlanmıştır. Araştırmanın amacı doğrultusunda içerik analizi yöntemi kullanılmıştır. Araştırmanın çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemi içinde yer alan tipik örnekleme yöntemi kullanılmıştır. 2017-2018 eğitim öğretim yılında Eğitim Bilimleri Bölümü'nde formasyon öğrenimi gören 51 öğrenci çalışma grubu olarak belirlenmiştir. Öğretmen adaylarından görüş almak üzere açık uçlu iki sorudan oluşan yarı yapılandırılmış bir görüşme formu hazırlanmıştır. Görüşme formundan elde edilen veriler doğrultusunda öğretmen adaylarına göre lider öğretmenlerin özellikleri öğrenci, meslektaş, veli, çevre, eğitim-öğretim ortamı ve okul yönetimi açısından değerlendirilmiş, ardından lider öğretmen metaforları gruplandırılmıştır. Buna göre lider öğretmen metaforları aydınlatma işlevi, yol gösterici işlevi, yetiştirme işlevi, bütünleştirme ve koruma işlevi, yönetme işlevi, değiştirme /güzelleştirme işlevi olarak altı kategoriye ayrılmıştır. Her kategoriye ait lider öğretmen metaforlarına yer verilmiştir.

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Teacher Leadership: Going Beyond Classroom

Cited by 23 publications

References 12 publications

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

Teacher Leadership and Teacher Professional Learning in Schools of Maldives

Öğretmen Adaylarina Göre Li̇der Öğretmen

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