Please use this identifier to cite or link to this item:
|Other Titles:||THE POWER BEYOND CLASSROOMS: LEADERSHIP PRACTICE OF TEACHER LEADERSHIP FOR LEARNING|
Center for Educational Research and Evaluation
PurposeThe study aimed to explore the practice of teacher leadership for learning in three schools and to understand how teachers exercised influence beyond classrooms to facilitate student learning. The purposes were to indicate the teachers who played major roles in leading learning and to analyze the beliefs and behaviors of their leadership practice.Design/methodology/approachThe study used qualitative multiple case study as the approach. With reputational criteria, teacher leaders and award-winning professional learning communities in three schools were selected. Twenty-five interviews and important documents were conducted and collected for analysis.Findings1. Teachers who play important roles in leading learning can be categorized into three types. 2. The conceptions of leadership held by learning-centered teacher leaders are to diffuse their ideas of teaching and learning and to insist on students’ benefits. As to the conceptions of learning, these teacher leaders appreciate learner-centered perspectives, recognize their vital roles in facilitating learning, and are active learners themselves. 3. Learning-centered leadership behaviors displayed by case school teacher leaders focus on facilitating the building of learning vision, promoting teachers’ professional learning, broadening and deepening the development of learning programs, and nurturing supportive culture and structure for learning. 4. The analysis of teacher leadership for learning should connect leadership behaviors with teachers’ beliefs of leadership and learning to comprehend different meanings of similar teacher leadership behaviors.Originality/valueThere are no qualitative studies on teachers’ leadership practice of leadership for learning in Taiwan. Furthermore, the study connects teacher leaders’ conceptions of leadership and learning with leadership behaviors, which was scarcely done in the past. The analysis and findings not only broaden the knowledge of teacher leadership and leadership
|Appears in Collections:||當代教育研究|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.