The Diverse Faces of Teacher Leadership-Reference-Cited by-同舟云学术

The Diverse Faces of Teacher Leadership

Published:2016-11 Issue:6 Volume:26 Page:905-937
ISSN:1052-6846
Container-title:Journal of School Leadership
language:en
Short-container-title:Journal of School Leadership

Author:

Bae Christine Lee¹,Hayes Kathryn N.²,O'Connor Dawn M.³,Seitz Jeffery C.⁴,Distefano Rachelle⁵

Affiliation:

1. School of Education, Department of Foundations of Education at Virginia Commonwealth University.

2. Department of Educational Leadership at California State University East Bay.

3. Alameda County Office of Education and the director for the California Science Project-East Bay at California State University East Bay.

4. College of Science, Department of Earth and Environmental Sciences, at California State University East Bay.

5. Center for Science Education Research in the Institute for Science Technology Engineering and Mathematics (STEM) Education at California State University East Bay.

Abstract

The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in need of theoretical development and analytic clarification. The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project. In addition, through confirmatory factor analysis, evidence for factors representing the distinct types of teacher leadership identified in the typology was found in a general teacher leadership survey. Implications for teacher leadership research and practice are discussed.

Publisher

SAGE Publications

Link

http://journals.sagepub.com/doi/pdf/10.1177/105268461602600602

Reference60 articles.

1. AndersonJ. R. (1993). Development of expertise. In Readings in knowledge acquisition and learning (pp. 61–77). Morgan Kaufmann Publishers Inc.

2. The Principal as Chief Learning Officer: Developing Teacher Leaders

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