Transitioning from practicing teacher to teacher leader: a case study

Gerstenschlager, Natasha E.; Barlow, Amy

doi:10.1080/13664530.2018.1515106

Cited by 5 publications

(1 citation statement)

References 7 publications

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“…School improvement efforts and educational innovations have served as the impetus for school districts and schools to prepare teacher leaders (Carver, 2016; Gerstenschlager & Barlow, 2019; Tahir et al, 2020). Teacher leadership research studies examined teacher leadership within professional learning communities (Wilson, 2016), teacher leadership approaches and qualities (Lai & Cheung, 2015), including other teachers’ perceptions of who was a teacher leader (Fairman & Mackenzie, 2015).…”

Section: Teacher Leadershipmentioning

confidence: 99%

Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?

Eadens

Ceballos

2022

Journal of Research on Leadership Education

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As the complexity of school and district contexts continue to evolve, there is a need to prepare leaders at various points along the leadership continuum. Through this survey research, we analyzed student perceptions of program effectiveness ( N = 408) from 2013 to 2020 in one educational leadership program through the lens of student professional roles (e.g., teachers, instructional coaches, central office personnel). Results varied with instructional coaches demonstrating higher perceptions of effectiveness and central office personnel lower perceptions. Findings from this study could serve as the impetus for further research as educational leadership programs serve diverse educational leadership roles.

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Section: Teacher Leadershipmentioning

confidence: 99%

Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?

Eadens

Ceballos

2022

Journal of Research on Leadership Education

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Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

Baker,

Livers,

Hjalmarson

et al. 2024

School Sci & Mathematics

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Mathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in‐service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.

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Öğretmen Liderliği ve Öğrencilerin Liderlik Becerilerini Edinmesi Arasındaki İlişkide Okulun Bağlamsal Niteliklerinin Aracı Etkisi

Yildirim

Yenipinar

2022

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Liderlik, hedef belirleme, belirsizlikle baş etme, sorumluluk üstlenme gibi 21. yy becerilerini kapsayan bir üst beceridir. Bu çalışmada, öğretmenlerin liderlik yapmaları ile öğrencilerin liderlik becerilerini edinimleri arasındaki ilişkide okulların bağlamsal özelliklerinden tür, düzey ve büyüklüğün aracı etkisi incelenmiştir. Literatüre dayalı üç farklı hipotez geliştirilerek bunlara uygun modeller test edilmiştir. Araştırmanın verileri 2020-2021 öğretim yılında Aksaray il merkezindeki okullarda görevli toplam 575 öğretmenden elde edilmiştir. Katılımcılara, çok aşamalı (tabakalı, oransal, tesadüfi) örnekleme yöntemiyle erişilmiştir. Araştırmacıların daha önce geliştirmiş oldukları liderlik potansiyeli ölçme aracı kullanılarak veriler toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, korelasyon analizi, bağımsız örneklemler için t testi, tek yönlü varyans analizi, açımlayıcı faktör analizi ve yol analizi kullanılmıştır. Test edilen hipotezlerden ikisi doğrulanırken, okulların aracı etkisini öneren hipotez reddedilmiştir. Çalışmada, öğretmenlerin liderlik yapma sıklığının öğrencilerin liderlik edinimini anlamlı şekilde yordadığı bulunurken; okulun bağlamsal özelliklerinin anlamlı bir aracı etkisinin olmadığı bulgusuna ulaşılmıştır. Araştırma sonunda, okulların özel ya da devlet okulu olması, büyük ya da küçük okul olması, ilkokul veya ortaokul ya da lise olması fark etmeksizin öğrencilerin liderlik becerileri edinmelerinde en önemli etkinin öğretmenlerin liderlik davranışları sergilemesi olduğu sonucuna ulaşılmıştır. Bu araştırmanın sonuçları temel alınarak liderlik eğitimini iyileştirici, destekleyici öneriler geliştirilmiştir.

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Transitioning from practicing teacher to teacher leader: a case study

Cited by 5 publications

References 7 publications

Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?

Educational Leadership Preparation and Professional Roles: Are We Serving the Needs of Leadership Roles Along the Leadership Continuum?

Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

Öğretmen Liderliği ve Öğrencilerin Liderlik Becerilerini Edinmesi Arasındaki İlişkide Okulun Bağlamsal Niteliklerinin Aracı Etkisi

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