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?

This paper reviews teacher leadership and the concept of teacher driving. Teachers as leaders in the scope of learning need their own abilities in learning management and in terms of building relationships with other educational ecosystems. Based on the results of this paper, it can be concluded that; First, the leadership of the teachers (teacher leadership) is affecting the ability of learners to achieve the learning objectives and be able to establish communications with other educational ecosystems. The role of teacher leadership is as an interactive, consultative, participatory, and controlling figure. The teacher becomes the central figure in the management and implementation of learning. Efficient teacher leadership can be carried out in a democratic style that makes teachers more open in learning and becomes a collaboration space with students so that they can foster harmonization of intimacy. Second, the concept of the driving teacher is the formulation of educational policies that are directed at producing teachers as learning leaders. The characteristics of the driving teacher are designed as future education patrons who carry out learner-centered learning and empower fellow teachers in their area. Substantially, this policy implements a curriculum that is based on the educational philosophy of Ki Hadjar Dewantara where a learning leader must be able to reflect critically to contextualize these philosophical values in local and national contexts.

Classroom teachers receive various forms of professional development throughout their careers withthe intent of improving their teaching practices and ultimately, student performance. However,professional development can also have an impact on teacher leadership activities outside of theclassroom as well. The purpose of this study is to assess whether professional development receivedfrom the Advancement Via Individual Determination (AVID) program has an effect on AVID electiveteachers' level of teacher leadership within their schools. Teachers from middle schools and highschools implementing, or planning to implement, AVID were examined in order to answer the followingresearch questions:1) Is teacher leadership affected by the quantity of professional development received from AVIDSummer Institutes?2) Is there a relationship between teacher leadership and teaching experience, as defined by thenumber of years teaching?3) Are certain demographic variables, such as gender and level of education, associated with teacherleadership?