Lessons Learned from Voices Across the Globe
Edited book (chapter)
Chapter Title | Lessons Learned from Voices Across the Globe |
---|---|
Book Chapter Category | Edited book (chapter) |
Book Title | Teacher Leadership in International Contexts |
Authors | Webber, Charles F. and Andrews, Dorothy |
Editors | Webber, C. F. |
Volume | 25 |
Page Range | 323–344 |
Series | Studies in Educational Leadership |
Chapter Number | 13 |
Number of Pages | 22 |
Year | 2023 |
Publisher | Springer Nature Switzerland AG |
Place of Publication | Switzerland |
ISBN | 9783031257629 |
9783031257636 | |
ISSN | 1572-3909 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/978-3-031-25763-6_13 |
Web Address (URL) | https://link.springer.com/chapter/10.1007/978-3-031-25763-6_13 |
Abstract | is chapter summarizes the International Study of Teacher Leadership findings reported in the preceding chapters of this book. Key observations from all of the chapters were sorted into categories that highlight important understandings about teacher leadership in international contexts. The result is a narrative that tells the cross-cultural story of teacher leadership as collectively observed by the ISTL research team. The narrative reflects differences among research sites, including languages, histories, social conditions, religions, and economic factors, in the status of the teaching profession. It also recognizes that teacher leadership remains largely undefined and that there continues to be a dearth of research that definitively connects teacher leadership with improved student achievement even though it can be reasonably argued that teacher participation in school improvement initiatives will facilitate improved conditions for teaching and learning. The chapter describes how teacher leaders exercise influence in their school communities by participating in teamwork with colleagues, parents, and community members. They also collaborate with the development of schoolwide shared visions and instructional goals. It also shares some of the complexities associated with teacher leadership such as the challenges associated with traditional expectations for schooling, evolving responsibilities for teachers, and difficult social issues. The chapter also discusses how teachers at all career stages have the potential to be influencers, with implications for career-long formal and informal professional development. The benefits of teacher leadership are outlined relative to their roles in the sustenance of schoolwide pedagogies, instructional improvement, and relational and mutualistic leadership. The contextual factors that support teacher leadership are presented, such as the need for school improvement to be coherent with local cultures and the value of the professional identities of individual teachers as organizational change agents. Cautions about the cross-cultural borrowing of teacher leadership are outlined because of differences across cultures in teacher certification, expectations for schools, and teaching standards. Factors that support teacher leadership are outlined. For example, school community readiness for teacher leadership, system support, and the development of professional learning communities all contribute to the success of teacher leadership. Attributes that reduce the likelihood that teacher leadership will succeed include principals’ unfamiliarity with teacher leadership, legacies of autocratic leadership, and contextual limitations. |
Keywords | Teacher Leadership; Cross-cultural Leadership; Teacher Influence; Educational Context |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
390401. Comparative and cross-cultural education | |
399999. Other education not elsewhere classified | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Byline Affiliations | Mount Royal University, Canada |
University of Southern Queensland |
https://research.usq.edu.au/item/y57yy/lessons-learned-from-voices-across-the-globe
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