Suchergebnisse

Effective teacher leadership promotes not only students' motivation to learn, but also the productivity and development of educational institutions. My purpose in this study was to develop the Teacher Leadership Style Scale (TLSS) to extend the framework of the charismatic, ideological,
and pragmatic (CIP) model of outstanding leadership. Participants were 264 Chinese college students in Macau. Data collection took place midway through the school year, and respondents took approximately 10 minutes to complete the questionnaire. The 29-item TLSS demonstrated high internal
consistency (> .80) and a robust 3-dimensional factor solution. Factor loading results showed that the instrument converged well with measures for 3 possible CIP-based teacher leadership styles. Overall, my results showed that the TLSS is suitable for assessing stable teacher leadership
styles based on the perceptions of college students, and that it aligns with theoretical expectations.

Over the past 25 years, Lithuania has established a system of education based on humanistic and democratic relationships. In this system, teacher leadership is highly important, as it serves as the basis for school community "reculturisation" and improvement. The aim of the current article is to overview the situation of teacher leadership in Lithuania, emphasising the aspect of teacher cooperation. The three characteristics of Lithuanian teacher leadership that we present demonstrate that teacher cooperation remains a challenge in the country. Teachers are reluctant to discuss and render improvement proposals, and lack experience of teamwork. Nevertheless, it is to be expected that the ongoing project "Time for Leaders," will produce the necessary cultural change required to create a learning network of teachers and establish genuine, open and professional dialogue.

The essential guidelines for leading effective change in your school. From an education expert comes a much-needed resource that gives teacher leaders the strategies and tools they need to improve their practice and assume new leadership roles in their schools. The author outlines the everyday acts of teacher leadership and shows how to lead effectively through collaboration. The book also contains suggestions for leading change beyond the classroom. Discusses what works when taking on the role of teacher leader in a school. Contains proven strategies and tools for implementing school change.

Mary Olsen took over the Principalship of a large elementary school of over 1500 students in acrowded urban area. From day one, things did not go as she had planned. The first day it rained,upsetting her plans to have an outdoor line up and greet the students and parents together. Whenmeeting the teachers, she expected a sense of collaboration and willingness to work hard. Instead shefaced two diverse groups of educators: one was the veteran work force who did not want any changes,having been at the job for twenty plus years. The second group was the newbies (italics mine), recentcollege graduates who came in wishing to roll up their sleeves and work. However, this set was stronglyinfluenced by the veteran teachers who persuaded them to put forth minimal effort in order to keep thestatus quo. How could Mary Olson bring these two divergent groups together under a unifying mission,especially since she and the school needed to affect change and evidence student performanceincreases under the mandates of No Child Left Behind?

The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to professional learning communities was investigated in this study. Through in-depth interviews exploring ways in which teacher leadership manifests itself, the ability of teachers to understand their own leadership capacity, and how their emergent leadership influences others, data from this study reshape the notion that schools do not need to reform, but need to transform from traditional schools of teaching into contemporary schools of learning, providing the type of professional knowledge needed to foster 21st century skills for students. Data were collected through one-on-one semi-structured interviews conducted With fourteen teachers from four schools designated as the highest and lowest Title I and Non-Title I schools in a large urban district based on state wide achievement scores. These interview data were analyzed to develop five thematic constructs with sixteen themes. Thematic constructs were also developed to address the four context factors that may support or impede emergent teacher leadership. The findings suggested that teacher leadership has the ability to develop through the process of collaboration which is socially constructed in the context of professional learning communities. Findings further reveal that deep considerations for the ramifications of working within such a complex system as a learning community be made. These considerations include understanding that teacher leadership leads to a shift in decision making from a hierarchical to democratic model, that collaboration builds organizational intelligence, that struggling students are motivators for reflective professional discourse, and that influential peers set the model for this type of intuitive teacher leadership. Implications for further practice and directions for future research are also discussed.