This book addresses the critical gaps among understandings of teacher leadership across organizational and cultural contexts. It challenges the use of the term teacher leadership as if there is a widely shared understanding of what it is and what it means for exercising influence and making decisions. The book describes how implicit meanings and competing assumptions about teacher leadership may contribute to uncertainty and confusion in school communities. The authors caution against the incorporation of teacher leadership in international policy making discussions without adequate consideration of contextual, organizational, historical, and cultural differences that may lead to school community members struggling to accommodate the concept or, worse, ignoring other frameworks for facilitating more culturally appropriate decision making.
This book shares the findings of research conducted in several North American, European, African, Latin-American, and Australasian contexts as part of the International Study of Teacher Leadership. Study findings are used to posit contextualized conceptualizations of teacher leadership and to offer a perspective for positioning researchers and practitioners in the international teacher leadership discourse.
Author(s): Charles F. Webber
Series: Studies in Educational Leadership, 25
Publisher: Springer
Year: 2023
Language: English
Pages: 360
City: Cham
Preface
Contents
Editor and Contributors
About the Editor
Contributors
Part I: Exploring Teacher Leadership
Chapter 1: Who Is Interested in Teacher Leadership and Why?
Introduction
Rationale for Studying Teacher Leadership
Spheres of Influence
Teacher Identity
The Language of Teacher Leadership
Influences on Teacher Leadership
Global Context
Local Context
Conclusion
References
Chapter 2: International Study of Teacher Leadership: A Rationale and Theoretical Framework
Why Study Teacher Leadership?
Current Understandings
Formal and Informal Leadership
School Culture
Professional Development
School Improvement
Teacher Leadership Uncertainty
Influences on Teacher Leaders
Different Manifestations
Various Applications
The Study
The Research Team
The Research Design
Group Sustainability
Conclusion
References
Chapter 3: Exploring Cross-Cultural Understandings of Teacher Leadership: A Phenomenographic Study
Introduction
Related Literature
Theoretical Framework
Methodology
Design and Methods
Analytical Framework
Data Collection
Phenomenographic Data Analysis
Stage 1: Focus on Individuals to Identify Discrete Ways of Experiencing Teacher Leadership Evident in the Interview Data
Stage 2: Moving Focus Away from Individuals to Sorting of Data Extracts Into “Pools of Meanings”
Stage 3: Identifying Dimensions of Variation and Forming Tentative Categories of Description
Stage 4: Consolidation of Categories and Construction of the Outcome Space
Findings
Category 1: Leading the School (the Organizational Conception)
Category 2: Leading by Choice (the Informal Conception)
Category 3: Leading Pedagogical Innovation (the Pedagogical Conception)
Category 4: Leading with and for Others (the Collaborative-Enabling Conception)
Category 5: Leading for the Right Reasons (the Ideal Conception)
Category 6: Leading as a Life’s Work (the Vocational Conception)
Category 7: Leading “Generative Social Change” (the Social Pedagogical Conception)
Category 8: Leading System Change (the Political Conception)
Category 9: Leading Thinking (the Academic Conception)
Dimensions of Variation in the Collective Experience of Teacher Leadership
Outcome Space: Cross-Cultural Contexts of Teacher Leadership across Teacher Leadership Domains
Interpretations of the Findings, Limitations, and Implications
Limitations of the Study
Implications
Appendix: Phenomenographic Data Analysis Template (Stage 1 – Focus on Individual Interview Talk and Mind Maps)
References
Part II: Contextualizing Teacher Leadership
Chapter 4: Linking Teacher Leadership to Instruction and Student Learning: A Systematic Review
Introduction
Method
Inclusion and Exclusion Criteria
Selection of Studies
Coding of Studies
Synthesis of Results
Findings
International Context
Instruction to Other Teachers
Curriculum Work
Student-Centered Teaching
Studies of Leadership in Latin America
Traditional Leadership
Emergence of Other Forms of Leadership
Leadership, Quality, and Learning
Teacher Leadership Studies in Latin America
Discussion and Conclusions
References
Chapter 5: The Role of Teamwork in the Development of Teacher Leadership: A Cross-Cultural Analysis from Colombia, Mexico, and Spain
Introduction
Significance of the Study
Theoretical Framework
Distributed Leadership
Teamwork
Contexts of the Study
Colombia
Mexico
Spain
Literature Review
Methodology
Criteria for Document Selection
Data Analyses Procedure
Findings
An Instrumental Perspective of Teamwork
Teachers as Mere Participants in Teamwork
Teamwork as a Top-Down Process
Socioemotional Aspects of Teamwork
The Evaluation of Teacher Participation in Teamwork Varies
A Growing Interest in Teachers’ Learning Communities
The Conceptualization of Dialogical Exchanges in Teamwork
Discussion
Recommendations
Conclusion
References
References for Documents Analyzed
Colombia
Mexico
Spain
Chapter 6: Systems of Support for Teachers’ Collaboration and Leadership: EFL Teachers’ Experience in Morocco
Introduction
Theoretical Framework
Teacher Collaboration
Professional Learning Communities
Systems of Support for Teacher Development in Morocco: An Overview
Teacher Selection
Teacher Pre-service and In-service Training
Teacher Preservice and In-service Training: The Case of English Language Teaching (ELT) in Morocco
Teacher Supervision and Support
Methods
Sample and Data
Analytic Approach
Results
To What Extent Is Collaboration a Trait of the Professional Practice Teachers of English in Morocco’s Public High Schools?
To What Extent Is Collaboration among Teachers Aligned with the Characteristics of PLCs?
To What Extent Is Collaboration among Teachers Aligned with Teacher Leadership?
What Factors Facilitate/Inhibit the Collaboration of Teachers of English?
Discussion
Educational Importance of This Research for Theory, Policy, and Practice
Conclusion
References
Chapter 7: Tensions for Teacher Leaders: Insights from Document Analysis in Alberta, Canada
Introduction
Study Relevance
Related Literature
The Role of Principals in Fostering Teacher Leadership
Cautionary Considerations
Teachers and Teacher Leadership Development
Summary
Method and Analyses
Findings
Discussion
Professional Tensions
Curricular Tensions
Community Tensions
Political Tensions
Personal Tensions
Professional Learning Tensions
Achieving a Balance
Composite Teacher Leader Profile
Service
Influence
Leadership
Informal Power
Conclusion
Appendix: Document Sources
References
Chapter 8: Teacher Leadership in South Africa: The Power of Influence in Restoring Social Justice
Introduction
Cultural Context of the Study
Theoretical and Conceptual Framework
Social Justice Theory
Teacher Leadership as Participative, Parallel, and Distributed Leadership
Literature Review
Defining Teacher Leadership
Aspects Associated with Teacher Leadership
Formal and Informal Dimensions
School Culture
Professional Development (PD)
School Improvement
Methodology
Findings
Teacher Leadership Spheres of Influence
Influencing the Restoration of Social Justice
Influential Characteristics
Professionalism
Risk Taking
Accountability
Reflection
Inclusiveness
Openness to Change
Researcher and Lifelong Learner
How Teacher Leaders Exercise Influence
Teamwork
Support
Caring
Mentoring
Shared Vision
Managing
Discussion
Teacher Leadership Spheres of Influence
Influencing the Restoration of Social Justice
Influential Characteristics of Teacher Leadership
How Teacher Leaders Exercise Influence
Implications and Conclusion
References
Chapter 9: Teacher Leaders: A Challenge for Initial Teacher Education in Spain
Introduction
Teacher Leadership and Educational Change
Teacher Leadership in Initial Teacher Education Programs
Training Teacher Leaders Through the Practicum Program
Method
Objective of the Research
Instruments
Population and Sample
Data Collection and Analysis
Results
Discussion and Conclusions
Appendix: Examples of Guided Reflection Activities
Metacognitive Processes Developed in Class
The Teacher Researcher
References
Chapter 10: Teacher Leadership and School Improvement in Argentina: Why Is It Difficult… Why Is It Urgent?
Introduction
Theoretical Framework
The Role of Leadership in Building School Improvement Capacity
Teacher Leadership as a Form of Distributed Leadership to Support School Improvement Capacity
Context of Study
A Brief Description of Secondary Education in Argentina
Performance of Argentine Students in PISA 2018
Argentina’s Performance in National Tests
Organizational Structures and Culture in the Argentinian Educational System
Conception and Configuration of School Principals’ Work
Discussion and Implications
Recommendations
Conclusions
References
Chapter 11: Teacher Leadership in the Moroccan Context: Perceptions and Practices
Introduction
Literature Review
The Importance of Teacher Leadership
Teacher Leadership: Unresolved Issues
Teacher Leadership as Exercising ‘Influence’
Teacher Leadership as an ‘Activity’
Teacher Leadership as Performing a ‘Role’
Teacher Leadership as ‘Commitment to Learning’
Conceptual Framework
Method
Context of the Study
Participants
Data Collection
Data Analysis
Findings
Perceptions of Teacher Leadership in the Moroccan Context
Confined and Extended Leadership
Influence and Agency
The Practice of Teacher Leadership in the Moroccan Context
Autonomy and Initiative
Leading and Learning
Leadership Opportunities
Discussion and Implications
Perceptions Shape Practice
The Diversity and Complexity of Teacher Leadership
The Interdependency of Leading and Learning
Leadership Learning Opportunities
Limitations
Conclusion and Implications
References
Chapter 12: Moving Teacher Leaders to the Front Line of School Improvement: Lessons Learned by One Australian Research and Development Team
Introduction
The Early Research—1995–1999
Foundation Years 1999–2008
The ARC Project
Evaluation of the National Trial of IDEAS
Research 2008 Onward
From 2015 Till Now
Teacher Leadership Within the Australian Context
Conclusion
References
Part III: Reflecting on Teacher Leadership
Chapter 13: Lessons Learned from Voices Across the Globe
Introduction
Why Teacher Leadership Merits Study
What Teacher Leaders Do
Complexities of Leading
Learning to Lead
Potential Benefits
Teacher Leadership and Context
Factors that Support Teacher Leadership
Readiness
System Support
Professional Learning Communities
When Teacher Leadership Is Unlikely to Work
Principals’ Unfamiliarity with Teacher Leadership
Legacies of Autocratic Leadership
Limits to Professional Identity
Contextual and Structural Limitations
Challenges and Opportunities
Chapter 14: Teacher Leaders: Cautions and Questions
Index
