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This study aims to better understand how teacher leaders influence the detracking of secondary school schedules through the following research questions (a) How and to what extent do teacher leaders have influence on the detracking of the school schedule? (b) What influences teacher beliefs around tracking and how does professional development shift those beliefs? In this embedded case study, I conducted seven semi-structured interviews, gathered data through a questionnaire of 19 teacher leaders, and analyzed documents from the Tamarack school district. However, the key analytic unit of the study was four semi-structured interviews with teacher leaders who participated in a professional development aimed at shifting teacher leaders’ beliefs about equity centered school scheduling. Findings revealed the following:1) leadership and school structures shape teacher agency, 2) teacher leaders focused on technical aspects of the school schedule, 3) when departments identified normative issues of interest, they influenced course offerings and access points, 4) reflection and conversation shifted teacher leader beliefs, 5) beliefs changed based on teacher leaders’ experience and training, and 6) department chairs lacked opportunities for professional development. These findings offer several implications for policy, future research, and for practitioners in the field working toward a more equitable school schedule.

This study investigates the impact of principal turnover on teacher leadership, using mixed methods to analyze teacher leadership in low and high principal turnover elementary schools. Data collection includes teacher surveys and interviews with principals in four low turnover and four high turnover schools. Quantitative results indicate significant differences in teacher leadership, while qualitative findings reveal themes such as teacher professional development, support, leadership opportunities, anxiety, and sustainability. Mixed methods results suggest the need for increased time to develop trust between principals and teachers, greater teacher involvement in school leadership, more opportunities for teachers to share leadership, and a better balance between work and personal life. Implications highlight the need to enhance teacher leadership capacity, facilitate the transition from delegation to distributed leadership, provide support for teachers and principals, and implement effective principal succession planning.

The purpose of this transcendental phenomenology was to describe how teacher leaders perceive their influence on student learning at the primary and secondary levels at a K-12 charter school system. The theory guiding this study was social cognitive theory. The interpretive framework was social constructivism. The central research question was: How do teacher leaders describe how students learn under the leadership of teacher leaders? A qualitative transcendental phenomenology research design was employed, and the setting was the primary and secondary K-12 school levels. The sample size of 16 participants included both informal and formal teacher leaders at the elementary, middle school, and high school levels. Candidates qualified for participation via a screening survey (see Appendix D). Eligibility required a self-report score between 124-155 meaning the candidate qualified as a teacher leader. Data were triangulated through interviews, physical artifact discussions, and observations. Data analysis included Braun and Clarke’s (2006) six phases of thematic analysis and Moustakas’ (1994) epochè, transcendental phenomenological reduction, and imaginative variation. Results found that teacher leaders perceive their influence on student learning through transformative learning connections produced by connections and trust impacting student learning and changing student minds and behaviors.

Det primära syftet med denna studie var att undersöka hur aktiva lärare tillämpar och uppfattar sitt ledarskap samt hur det kan bidra till hur undervisningen kan utforma en god läs- och skrivundervisning. Frågeställningarna “Hur synliggörs lärarens ledarstil i klassrummet och på vilket sätt utövar de sina ledaruppgifter i relation till läs- och skrivundervisning?” och “Vilka uppfattningar har lärare kring sitt ledarskap och ledarstil i klassrummet samt de ledaruppgifter som används i läs- och skrivundervisning?” besvarades genom observationer av sju svensklektioner och genom intervjuer med sex lärare på olika skolor i Stockholms län. Därefter analyserades resultatet med hjälp av tematisk analys. För att öka förståelsen för ledarskapets dynamik inom dessa undervisningspraktiker, användes ledarskapsteori och sociokulturell teori som ramverk. Analysen uppmärksammade tre distinkta teman; Tydlighet i handling och ord, Variation av struktur och rutiner, samt Anpassningsbart ledarskap. Studien visade att lärares ledarskap i läs- och skrivundervisning präglas av tydlighet genom muntliga och skriftliga instruktioner, varierad struktur och rutiner samt anpassningsbarhet hos lärare för att möta elevers skiftande behov. Lärarnas uppfattningar om sitt ledarskap överensstämde delvis med vad som observerades i klassrummet. Slutsatserna underströk den viktiga roll som ett situationsanpassat ledarskap spelar för att utforma en god läs- och skrivundervisning, och framhävde självinsikt och medvetenhet som viktiga aspekter. Dessa insikter bekräftade inte bara befintliga teorier om vikten av ett flexibelt och anpassningsbart ledarskap inom utbildningsvetenskap, utan belyste också behovet av kontinuerlig utveckling av ledarskapsförmågor bland lärare. Implikationerna från denna studie antydde på att ytterligare forskning behövs för att fördjupa sig i dessa komplexa frågor och för att utforska potentiella ledarskapsstrategier som kan, The primary purpose of this study was to investigate how active teachers apply and perceive their leadership and how it can contribute to shaping good reading and writing instruction. The research questions “How is the teachers’ leadership style manifested in the classroom, and in what ways do they perform their leadership tasks in relation to reading and writing instructions?” and “What are teachers’ perceptions of their leadership and leadership style in the classroom, and the leadership tasks used in reading and writing instructions?” were addressed through observations of seven Swedish lessons and interviews with six teachers at various schools in Stockholm County. The results were then analyzed using thematic analysis. To increase understanding of the dynamics of leadership within these teaching practices, leadership theory and sociocultural theory were used as frameworks. The analysis highlighted three distinct themes: Clarity in action and words, Variation of structure and routines, and Adaptable leadership. The study found that teachers’ leadership in reading and writing instruction is characterized by clarity through oral and written instructions, varied structure and routines, and the adaptability of the teacher to meet the changing needs of pupils. The teachers’ perceptions of their leadership partially aligned with what was observed in the classroom. The conclusions emphasized that situational leadership plays an important role in shaping good reading and writing instruction and highlighted self-awareness and consciousness as key aspects. These insights not only confirmed existing theories on the importance of flexible and adaptable leadership in educational science but also underscored the need for continuous development of leadership skills among teachers. The implications of this study implied that further research is needed to delve into these complex issues and explore potential leadership strategies that can facilitate pedagogical work and the ad

Det primära syftet med denna studie var att undersöka hur aktiva lärare tillämpar och uppfattar sitt ledarskap samt hur det kan bidra till hur undervisningen kan utforma en god läs- och skrivundervisning. Frågeställningarna “Hur synliggörs lärarens ledarstil i klassrummet och på vilket sätt utövar de sina ledaruppgifter i relation till läs- och skrivundervisning?” och “Vilka uppfattningar har lärare kring sitt ledarskap och ledarstil i klassrummet samt de ledaruppgifter som används i läs- och skrivundervisning?” besvarades genom observationer av sju svensklektioner och genom intervjuer med sex lärare på olika skolor i Stockholms län. Därefter analyserades resultatet med hjälp av tematisk analys. För att öka förståelsen för ledarskapets dynamik inom dessa undervisningspraktiker, användes ledarskapsteori och sociokulturell teori som ramverk. Analysen uppmärksammade tre distinkta teman; Tydlighet i handling och ord, Variation av struktur och rutiner, samt Anpassningsbart ledarskap. Studien visade att lärares ledarskap i läs- och skrivundervisning präglas av tydlighet genom muntliga och skriftliga instruktioner, varierad struktur och rutiner samt anpassningsbarhet hos lärare för att möta elevers skiftande behov. Lärarnas uppfattningar om sitt ledarskap överensstämde delvis med vad som observerades i klassrummet. Slutsatserna underströk den viktiga roll som ett situationsanpassat ledarskap spelar för att utforma en god läs- och skrivundervisning, och framhävde självinsikt och medvetenhet som viktiga aspekter. Dessa insikter bekräftade inte bara befintliga teorier om vikten av ett flexibelt och anpassningsbart ledarskap inom utbildningsvetenskap, utan belyste också behovet av kontinuerlig utveckling av ledarskapsförmågor bland lärare. Implikationerna från denna studie antydde på att ytterligare forskning behövs för att fördjupa sig i dessa komplexa frågor och för att utforska potentiella ledarskapsstrategier som kan, The primary purpose of this study was to investigate how active teachers apply and perceive their leadership and how it can contribute to shaping good reading and writing instruction. The research questions “How is the teachers’ leadership style manifested in the classroom, and in what ways do they perform their leadership tasks in relation to reading and writing instructions?” and “What are teachers’ perceptions of their leadership and leadership style in the classroom, and the leadership tasks used in reading and writing instructions?” were addressed through observations of seven Swedish lessons and interviews with six teachers at various schools in Stockholm County. The results were then analyzed using thematic analysis. To increase understanding of the dynamics of leadership within these teaching practices, leadership theory and sociocultural theory were used as frameworks. The analysis highlighted three distinct themes: Clarity in action and words, Variation of structure and routines, and Adaptable leadership. The study found that teachers’ leadership in reading and writing instruction is characterized by clarity through oral and written instructions, varied structure and routines, and the adaptability of the teacher to meet the changing needs of pupils. The teachers’ perceptions of their leadership partially aligned with what was observed in the classroom. The conclusions emphasized that situational leadership plays an important role in shaping good reading and writing instruction and highlighted self-awareness and consciousness as key aspects. These insights not only confirmed existing theories on the importance of flexible and adaptable leadership in educational science but also underscored the need for continuous development of leadership skills among teachers. The implications of this study implied that further research is needed to delve into these complex issues and explore potential leadership strategies that can facilitate pedagogical work and the ad

Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chi-square and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal’s role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher’s intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy., El liderazgo docente resulta ser una variable importante debido al papel que juega en la mejora de la calidad del profesorado y su relación positiva con los resultados escolares; sin embargo, en las realidades institucionales persisten situaciones que obstaculizan o desalientan al magisterio a asumir estos roles. El objetivo de la presente investigación fue el de describir cuáles son los factores que facilitan o inhiben el desarrollo del liderazgo docente en una escuela primaria de Mérida, Yucatán, México. Se siguió un estudio de caso con métodos mixtos. Para el análisis cualitativo, se trabajó con los datos recabados mediante las técnicas de observación participante y la entrevista semi-estructurada. Para el análisis de datos cuantitativos se utilizó la técnica de la administración de encuestas online, y se llevaron a cabo inferenciales no paramétricos: Ji cuadrada y prueba U de Mann Whitney. Se encontró que tener un liderazgo docente alto está relacionado positivamente con tener iniciativa para emprender proyectos innovadores escolares; a diferencia, el nivel bajo de liderazgo se asoció con la incomodidad con roles de liderazgo. Se detectaron diferencias en los resultados de las técnicas cualitativas y las cuantitativas. En el estudio cualitativo se obtuvo que ser docente de apoyo, la figura del director, el individualismo, la disponibilidad de tiempo, la carga administrativa, los grupos numerosos, entre otros, fueron categorías que pueden influir en el hecho de actuar o no con liderazgo. Es indispensable conocer todas las situaciones por la que atraviesan los profesores para poder tomar las decisiones de manera informada, así como encontrar las raíces reales de los problemas que están estrecha- mente relacionadas con las decisiones sobre política pública.

The purpose of this transcendental phenomenological study was to understand the lived experiences of teachers in leadership roles in a rural, secondary school setting. The theory guiding this study was the theory of distributed leadership created by Spillane and developed by Groff, as it explained the power of teacher leadership as a method of distributing leadership to promote teacher retention and motivation alleviating some principal stress and burnout. Data was collected using interviews of the ten participants to better understand how teachers experience leadership and how administrators can promote it, focus groups to understand the phenomenon in more depth, and journals to understand the role of the teacher leaders clearly. Data was analyzed based on the procedures outlined by Moustakas for transcendental phenomenological research including transcription of interviews, collection of statements of the phenomenon, reduction and elimination of invariants and duplicates, documenting emergence of themes, and compilation of a textural-structural description of the phenomenon. Data collected through semi-structured interviews, focus groups, and journaling revealed the following three themes: teacher leadership requires active participation, there are requisite characteristics of teacher leaders, and teacher leadership has costs and benefits. The essence of teacher leadership can be summarized this way: an impassioned, accountable service for the purpose of school improvement. Theoretical and empirical implications, limitations and delimitations, and recommendations for future research are all discussed.

The National Institute of Food and Agriculture (NIFA), a federal agency within the United States Department of Agriculture (USDA), has directed grant monies for programs incorporating agriscience learning into U.S. K-12 education, specifically in school districts serving underrepresented minorities in rural areas. The term agriscience is a portmanteau of the interdisciplinary social and scientific fields that integrate their practices into agriculture, the latter of which is defined as the production of plants and animals. This educational investment by the USDA is part of its suite of strategies to address the Grand Challenges facing the domestic food supply, such as soil testing, water security, and climate change. The authors indicate that the end result of this type of case analysis is a rich description. Specifically, the USDA created the Women and Minorities in Science, Technology, Engineering and Mathematics Fields program (WAMS) to develop and deliver agriscience curriculum and instruction (C&I) to rural and historically underrepresented in STEM K-12 students while educating them about extant and emerging agriscience careers. To that end, funding priority would be given (as directed by NIFA) to entities that employ teachers in the secondary science, technology, engineering, and mathematics (STEM) areas to co-develop curricula that can be ready-to-use and portable to serve large rural areas. At present, there is a dearth of professional development (PD) opportunities for rural teachers, therefore, an opportunity to develop and implement agriscience C&I modules has been understudied. Rigorous and relevant PD has been empirically shown to improve teachers’ self-efficacy, which not only improves teachers’ abilities to teach, but also to remain and lead in the classroom. Consequently, the present study was guided by Teaching Self-Efficacy (TSE) Theory and the Classroom and School Context (CSC) Framework to explore how an experience in developing agriscience C&I i

This article focused on the analysis and review of “Teaching Leadership in Ecuadorian Educational Units.” Due to the constant changes that society suffers as a result of economic, political and technological advances, there is a need to promote a type of teacher who responds to these needs that society demands. Teachers of the 21st century achieve educational purposes through collaboration and communication, as long as they are designated according to their profile. The study is approached from documentary analytical and descriptive bibliographic research. This methodology will allow us to investigate appropriate information in the construction of the theoretical part, as well as the use of well-known scientific publication sites. After the analysis and review of the theoretical references, it was found that teacher leadership is essential in the performance of the training process. It is concluded after the documentary analysis that teaching leadership is fundamental in the teaching-learning processes in the Educational Units of Ecuador., El presente artículo se enfocó en el análisis y la revisión del “Liderazgo Docente en las Unidades Educativas Ecuatorianas”. Debido a los cambios constantes que sufre la sociedad producto de los avances económicos, políticos y tecnológicos, se ve la necesidad de fomentar un tipo de docentes que respondan a estas necesidades que demanda la sociedad. Los docentes del siglo XXI logran los propósitos educativos desde la colaboración y la comunicación, siempre y cuando se les designe de acuerdo as u perfil. El estudio se aborda desde la investigación analítica documental y bibliográfica descriptiva. Esta metodología nos permitirá indagar información adecuada en la construcción de la parte teórica, así como también el uso de sitio de publicaciones científicas de buen renombre. Tras el análisis y la revisión de los referentes teóricos se encontró que el liderazgo docente es esencial en el desempeño del proceso de formación. Se concluye tras el análisis documental que el liderazgo docente es fundamental en los procesos de enseñanza-aprendizaje en las Unidades Educativas del Ecuador.

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run., Originally included in thesis in manuscript form, with the title: "Teacher leadership for teaching improvement in professional learning communities: more than creating trustful, empowering, and sharing conversations".

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run., Originally included in thesis in manuscript form, with the title: "Teacher leadership for teaching improvement in professional learning communities: more than creating trustful, empowering, and sharing conversations".

This article focused on the analysis and review of “Teaching Leadership in Ecuadorian Educational Units.” Due to the constant changes that society suffers as a result of economic, political and technological advances, there is a need to promote a type of teacher who responds to these needs that society demands. Teachers of the 21st century achieve educational purposes through collaboration and communication, as long as they are designated according to their profile. The study is approached from documentary analytical and descriptive bibliographic research. This methodology will allow us to investigate appropriate information in the construction of the theoretical part, as well as the use of well-known scientific publication sites. After the analysis and review of the theoretical references, it was found that teacher leadership is essential in the performance of the training process. It is concluded after the documentary analysis that teaching leadership is fundamental in the teaching-learning processes in the Educational Units of Ecuador., El presente artículo se enfocó en el análisis y la revisión del “Liderazgo Docente en las Unidades Educativas Ecuatorianas”. Debido a los cambios constantes que sufre la sociedad producto de los avances económicos, políticos y tecnológicos, se ve la necesidad de fomentar un tipo de docentes que respondan a estas necesidades que demanda la sociedad. Los docentes del siglo XXI logran los propósitos educativos desde la colaboración y la comunicación, siempre y cuando se les designe de acuerdo as u perfil. El estudio se aborda desde la investigación analítica documental y bibliográfica descriptiva. Esta metodología nos permitirá indagar información adecuada en la construcción de la parte teórica, así como también el uso de sitio de publicaciones científicas de buen renombre. Tras el análisis y la revisión de los referentes teóricos se encontró que el liderazgo docente es esencial en el desempeño del proceso de formación. Se concluye tras el análisis documental que el liderazgo docente es fundamental en los procesos de enseñanza-aprendizaje en las Unidades Educativas del Ecuador.

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools., Originally included in thesis in manuscript form.

The essence of this study is to explore teacher leadership skills in developing the digital skills for improvement of teaching and learning in rural secondary schools. Previous studies by other researchers have underlined the problem of teachers’ lack of digital skills, which means that they cannot act as competent mentors for their students. Teacher leadership today must consider the pedagogical use of digital technological skills to prepare teachers and students for their future practice. Digital devices and applications for the classroom are here to stay, so educators must be equipped to use them. We believe that by leveraging the power of connectivity and technology young people can benefit from new and broader ways of learning. For teachers, digital tools, like Microsoft Teams, enable them to plan and deliver lessons via technology so they can better track the efforts of the students and quickly spot if someone needs further assistance. As our urban secondary schools digitalise, concerns around equal access to resources and the lack of digital skills to operate virtual learning tools in rural community day secondary schools have been at the centre of the conversation. Connectivity and technology tools alone do not guarantee improved learning outcomes but also development of digital skills in teachers to help in improvement of learning in students. This qualitative research used a sample of five rural community day secondary schools in Phalombe District with the sample population of about twenty teachers, four from each school. Questionnaires and interview questions were used to collect the data.

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools., Originally included in thesis in manuscript form.

Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. The aim of this thesis is to draw attention to, and contribute knowledge about, local school actors’ explicit and implicit teacher leadership constructions in schools. Three overarching research questions are addressed: 1) How is teacher leadership constructed in schools? 2) How do these constructions enhance and constrain possibilities to lead teacher learning? 3) How can visualising explicit and implicit teacher leadership practices contribute to learning about leadership for teacher learning? Spillane’s model of distributed leadership and Wenger’s theories of social learning are used to study, analyse, and create knowledge about teacher leadership constructions. Empirically, the thesis is based on material collected in two qualitative studies conducted in Swedish schools in 2019 and 2021/22. This included interviews (58) with visual material and video-observations (6) designed to capture relevant understandings and practices, both explicit and implicit. The results show that egalitarian and autonomous norms strongly influence teacher leadership constructions, while ‘first teachers’, whose roles are supposed to include leadership, are solely regarded as teachers, not leaders, with unrecognized functions and practices. The mainly acknowledging and facilitative teacher leader practices both enhance and constrain teachers’ learning. On one hand, teachers are encouraged to share ideas and try out alternative teaching methods, while on the other hand, current methods and perspectives on teaching and learning tend to be conserved rather than challenged. Supportive and acknowledging leadership practices therefore need to be combined with challenging of perspectives and a habit of i

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools., Originally included in thesis in manuscript form.

Teachers' leadership is essential to school success, since with an effective leadership style, a teacher will develop and perform well in both teaching and learning and as a result, students' achievement will automatically increase. This study examines the impact of teacher leadership practices on the performance and achievement of teachers and students. A case study was conducted using a mixed data collection approach. The first step was to complete a self-administered questionnaire among teachers in a Dubai private kindergarten. A non-probability sampling technique was then used to conduct semi-structured interviews with two head coordinators and two lead teachers. The study was guided by the following questions: to what extent do teachers practice teacher leadership, what characteristics or factors are involved in an effective teacher leadership style, how they influence school performance and evaluation, and what role teacher leadership plays in the overall performance of teachers and students, the collective performance of schools, and school management. The analysis of data showed that there is a positive relationship between effective lead teachers and the improvement of the teaching and learning process. This includes both teachers' performance and students' outcomes. The results of the quantitative analysis of the study indicated that teachers are often involved in certain leadership roles, as measured by questionnaire items. In contrast, other activities such as leading action research or participating in professional groups, are practiced infrequently. Data from interviews revealed that teachers perceive that school administrators generally encourage them to take on leadership roles. However, administrators also heavily depend on group-based teachers to lead. In addition, school contextual factors, such as lack of time, resource shortages, overload of work, and leadership style, as well as teachers' assumptions about and willingness to assume additional l

Teacher leadership is directly related to the development of high-quality learning in schools that focus on improving education based on the principles of professional collaboration. Physics is a part of natural science which has unique characteristics. Some physics material is abstract, so some students need help to learn. Teacher leadership in physics learning is required to improve the quality of physics learning. This study aims to develop instrument teacher leadership in learning physics. It is a research and development design. The research instrument was a questionnaire of 4 types, namely a questionnaire filled out by physics teachers, school principals, physics teacher colleagues, and students. Data were analyzed using factor analysis. All questionnaires filled the valid aspects by expert judgment. The questionnaires filled by physics teachers, principals, and fellow physics teachers comprised 45 items, 45 items, and 44 items, respectively. Only questionnaires filled by students not only fulfill validation by expert judgment but also fulfill empirical validation and reliability of 0.864 with reliable criteria for as many as 39 items. The study's implication is to produce an instrument to measure the quality of prospective physics teachers who can improve the quality of learning physics.

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run., Originally included in thesis in manuscript form, with the title: "Teacher leadership for teaching improvement in professional learning communities: more than creating trustful, empowering, and sharing conversations".

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools., Originally included in thesis in manuscript form.

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC conversations. Empirical data were acquired in a study of three Swedish PLCs and consisted of six video observations and 24 interviews with teachers and teacher leaders (hereafter 'first teachers'). The study particularly addressed how professional learning and teaching improvement was encouraged in teacher-led PLC conversations, what tended to be missing, and how the conversations influenced the teaching practices of participating teachers (self-reportedly). The results indicate that the teaching practices did not change in depth if the first teachers focused on acknowledging and sharing PLC conversations about concrete teaching methods. Instead, there seems to be a need for informed teacher leaders who consciously and systematically analyse and support teachers' learning processes, and foster a habit of inquiry among their peers. It is suggested that this should include challenging norms and understandings about what it means to be a learning teacher and requirements to improve teaching practices in the long run., Originally included in thesis in manuscript form, with the title: "Teacher leadership for teaching improvement in professional learning communities: more than creating trustful, empowering, and sharing conversations".

Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. The aim of this thesis is to draw attention to, and contribute knowledge about, local school actors’ explicit and implicit teacher leadership constructions in schools. Three overarching research questions are addressed: 1) How is teacher leadership constructed in schools? 2) How do these constructions enhance and constrain possibilities to lead teacher learning? 3) How can visualising explicit and implicit teacher leadership practices contribute to learning about leadership for teacher learning? Spillane’s model of distributed leadership and Wenger’s theories of social learning are used to study, analyse, and create knowledge about teacher leadership constructions. Empirically, the thesis is based on material collected in two qualitative studies conducted in Swedish schools in 2019 and 2021/22. This included interviews (58) with visual material and video-observations (6) designed to capture relevant understandings and practices, both explicit and implicit. The results show that egalitarian and autonomous norms strongly influence teacher leadership constructions, while ‘first teachers’, whose roles are supposed to include leadership, are solely regarded as teachers, not leaders, with unrecognized functions and practices. The mainly acknowledging and facilitative teacher leader practices both enhance and constrain teachers’ learning. On one hand, teachers are encouraged to share ideas and try out alternative teaching methods, while on the other hand, current methods and perspectives on teaching and learning tend to be conserved rather than challenged. Supportive and acknowledging leadership practices therefore need to be combined with challenging of perspectives and a habit of i

Teacher leaders who lead peers in professional learning communities (PLCs) are an increasing phenomenon in school organisations in several parts of the world today. However, the knowledge of how they lead professional learning is sparse. The purpose of this article is to create deeper understandings of teacher leadership in PLCs. It is based on data acquired through an empirical study with so-called 'first teachers' in three Swedish schools during 2021 and 2022. The article providesin-depth descriptions of explicit and tacit teacher leadership practices in PLCs. According to the results, the first teachers in the study led their peers by securing structure and relevance, building a supportive, sharing, and reflective community, and encouraging the use of new teaching methods. They tacitly negotiated their leadership in relation to previous experiences in teaching, leadership and professional development, explicit and tacit boundaries within teacher communities of practices, and their own understandings of their professional identity. The article contributes with important insights into how these negotiations made them build safe and inspiring learning cultures, but also restrained them to challenge their peers’ current understandings of teaching. The results highlight the need to illuminate and understand both explicit and tacit teacher leadership practices when developing and improving teacher leadership for professional learning in schools., Originally included in thesis in manuscript form.

Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. The aim of this thesis is to draw attention to, and contribute knowledge about, local school actors’ explicit and implicit teacher leadership constructions in schools. Three overarching research questions are addressed: 1) How is teacher leadership constructed in schools? 2) How do these constructions enhance and constrain possibilities to lead teacher learning? 3) How can visualising explicit and implicit teacher leadership practices contribute to learning about leadership for teacher learning? Spillane’s model of distributed leadership and Wenger’s theories of social learning are used to study, analyse, and create knowledge about teacher leadership constructions. Empirically, the thesis is based on material collected in two qualitative studies conducted in Swedish schools in 2019 and 2021/22. This included interviews (58) with visual material and video-observations (6) designed to capture relevant understandings and practices, both explicit and implicit. The results show that egalitarian and autonomous norms strongly influence teacher leadership constructions, while ‘first teachers’, whose roles are supposed to include leadership, are solely regarded as teachers, not leaders, with unrecognized functions and practices. The mainly acknowledging and facilitative teacher leader practices both enhance and constrain teachers’ learning. On one hand, teachers are encouraged to share ideas and try out alternative teaching methods, while on the other hand, current methods and perspectives on teaching and learning tend to be conserved rather than challenged. Supportive and acknowledging leadership practices therefore need to be combined with challenging of perspectives and a habit of i

Today, new teacher leader functions are emerging in several parts of the world. Previous research has highlighted the potential of teacher leadership to enhance teacher learning, but also recorded resistance among teachers to being collectively led in efforts to improve teaching and learning. The aim of this thesis is to draw attention to, and contribute knowledge about, local school actors’ explicit and implicit teacher leadership constructions in schools. Three overarching research questions are addressed: 1) How is teacher leadership constructed in schools? 2) How do these constructions enhance and constrain possibilities to lead teacher learning? 3) How can visualising explicit and implicit teacher leadership practices contribute to learning about leadership for teacher learning? Spillane’s model of distributed leadership and Wenger’s theories of social learning are used to study, analyse, and create knowledge about teacher leadership constructions. Empirically, the thesis is based on material collected in two qualitative studies conducted in Swedish schools in 2019 and 2021/22. This included interviews (58) with visual material and video-observations (6) designed to capture relevant understandings and practices, both explicit and implicit. The results show that egalitarian and autonomous norms strongly influence teacher leadership constructions, while ‘first teachers’, whose roles are supposed to include leadership, are solely regarded as teachers, not leaders, with unrecognized functions and practices. The mainly acknowledging and facilitative teacher leader practices both enhance and constrain teachers’ learning. On one hand, teachers are encouraged to share ideas and try out alternative teaching methods, while on the other hand, current methods and perspectives on teaching and learning tend to be conserved rather than challenged. Supportive and acknowledging leadership practices therefore need to be combined with challenging of perspectives and a habit of i

The essence of this study is to explore teacher leadership skills in developing the digital skills for improvement of teaching and learning in rural secondary schools. Previous studies by other researchers have underlined the problem of teachers’ lack of digital skills, which means that they cannot act as competent mentors for their students. Teacher leadership today must consider the pedagogical use of digital technological skills to prepare teachers and students for their future practice. Digital devices and applications for the classroom are here to stay, so educators must be equipped to use them. We believe that by leveraging the power of connectivity and technology young people can benefit from new and broader ways of learning. For teachers, digital tools, like Microsoft Teams, enable them to plan and deliver lessons via technology so they can better track the efforts of the students and quickly spot if someone needs further assistance. As our urban secondary schools digitalise, concerns around equal access to resources and the lack of digital skills to operate virtual learning tools in rural community day secondary schools have been at the centre of the conversation. Connectivity and technology tools alone do not guarantee improved learning outcomes but also development of digital skills in teachers to help in improvement of learning in students. This qualitative research used a sample of five rural community day secondary schools in Phalombe District with the sample population of about twenty teachers, four from each school. Questionnaires and interview questions were used to collect the data.

It is held in consensus worldwide that targeted professional development and learning (PDL) approaches should be provided for in-service teachers at different career stages. This research aims to add to the paucity of research that explores what PDL approaches are best suited for in-service teachers at different career stages. By integrating personal and environmental factors encompassing working years, government certification, teachers’ honorary reputations, and leadership positions, this study proposes a three-career-stage division of in-service teachers in China: beginning teachers, experienced teachers, and expert teachers. In examining the main question of what PDL approaches are best suited for in-service teachers at three career stages, various contextual factors need to be considered: firstly, discovering what various stakeholders such as government, teacher educators, and in-service teachers, perceive to be the best PDL approaches for that purpose; secondly, discovering which of these work to that effect. These main points are critically investigated by looking at two research questions: Research Question 1: What PDL approaches are best suited for in-service teachers at three career stages according to the perceptions of the stakeholders, including government, teacher educators, and in-service teachers? Research Question 2: How are these PDL approaches that are thought to be best suited for in-service teachers at three career stages by the stakeholders effective? The methodology, a two-stage qualitative study, was used to address the research questions. The first stage combined interview data with document analysis to answer Research Question 1. All the data from various sources were critically analysed and then pieced together to determine what PDL approaches were thought by all the stakeholders to be best suited for in-service teachers at three career stages. To address Research Question 2, the second stage was to explore how these identified PDL approac

Research in teacher leadership has been around for several decades, and its scope has changed. The recent resurgence of teacher leadership focuses on the impact of teacher leaders beyond the classroom. Teacher leaders play a dual identity via their position as pedagogical practitioners and leaders within a campus, district, region, or state. Teacher leaders make in impact in and beyond the classroom. We need teacher leaders to take on non-administrative leadership roles and assist with student and colleague achievement. I was one of those teachers who transformed and stepped onto such a leadership platform to help our students and school community. It was then I began to acknowledge my role as a teacher was changing. I was engaged more outside my classroom and incorporated myself into leadership spaces. This introspective ethnographic analysis of my transformative and evolutionary journey into teacher leadership through the data collected, spanning from my pre-teacher years to the present, in the form of text, which for this study is any written material deemed relevant to the investigation composed from various sources such as myself, students, colleagues, administrators, central office district personnel, state education employees, family members, spouse, mentors, and others highlights its impact within a Borderland community. These pieces of text included but were not limited to transcripts, notes, writings, letters, artifacts, media releases, letters of recommendation, colleague and student statements, and social media postings. By using Burrow’s cut-up method, I could assess the transformation’s impact a science teacher leader can have on the Borderland community. Given that a Borderland community is a place of intersectionality between two countries (i.e., the U.S. and Mexico), it also provided a rich context and unique environments to evaluate my journey in developing my science teacher leadership identity. From the collected data, a conceptual framework outl

It is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

This qualitative study explores the ways teacher leaders define educational social justice for themselves and what that means in their teaching. The purpose is to contribute to the body of literature on teachers’ own perspectives and experiences of how they attempt to teach and lead for social justice within their context and roles. By using written surveys and semistructured interviews, teacher leaders shared their own definitions of teacher leadership and educational social justice. The three themes that emerged about teacher leadership from the survey are leadership as service, leadership by example, and leadership as a process, not a position. Identifying as a social justice advocate was a continuum rather than a binary, with most teachers aspiring towards it and feeling like more work was necessary to embrace the title. Within follow-up interviews, three other themes about educational social justice emerged. One, teachers made conscious curricular choices to reflect social justice objectives. Two, as teachers they had to navigate and negotiate competing political climates, both locally and nationally. And finally, these teachers felt a personal toll and felt a personal impact of social justice-motivated teaching. These participants found that formal collaboration, school policies, and critical national events provided both support and challenges to working towards social justice objectives. Keywords: social justice teaching; social studies education; teacher leadership; secondary teachers.

The present investigation arose from the motivation to generate significant changes in education from the evaluation as learning approach, considering the consequences of traditional practices that have displaced good learning. The objective of this study is to analyze the evaluative practices and forms of teacher leadership in the context of the development of an educational proposal that seeks to transform the pedagogical core to promote deep learning of boys and girls of Basic Education through critical reflection of the own training experiences. Based on a multiple case design and a qualitative perspective, two data collection techniques were used: participant observation and documentary review, and with this framework a content analysis was carried out. The main results show a pedagogical proposal based on the Project-Based Learning methodology, which highlights the importance of feedback during the educational process and learning through a globalizing and contextualized task. One of the most important conclusions is the need to make a profound change in teaching practice, since, in order to transform the pedagogical core from the evaluative approach, the ways of learning and teaching at school must be modified., A presente investigação surgiu da motivação de gerar mudanças significativas na educação a partir da avaliação como abordagem da aprendizagem, considerando as consequências das práticas tradicionais que têm deslocado a boa aprendizagem. O objetivo deste estudo é analisar as práticas avaliativas e as formas de liderança docente no contexto do desenvolvimento de uma proposta educacional que busca transformar o núcleo pedagógico para promover a aprendizagem profunda de meninos e meninas da Educação Básica por meio da reflexão crítica da própria experiências de treinamento. Com base em um desenho de casos múltiplos e uma perspectiva qualitativa, foram utilizadas duas técnicas de coleta de dados: observação participante e revisão documental, e com este referencial foi realizada uma análise de conteúdo. Os principais resultados mostram uma proposta pedagógica baseada na metodologia da Aprendizagem Baseada em Projetos, que destaca a importância do feedback durante o processo educativo e a aprendizagem por meio de uma tarefa globalizante e contextualizada. Uma das conclusões mais importantes é a necessidade de fazer uma mudança profunda na prática docente, pois, para transformar o núcleo pedagógico da abordagem avaliativa, as formas de aprender e ensinar na escola devem ser modificadas., La presente investigación surgió a partir de la motivación para generar cambios significativos en la educación desde el enfoque de evaluación como aprendizaje considerando las secuelas de las prácticas tradicionales que han desplazado el buen aprendizaje. El objetivo de este estudio es analizar las prácticas evaluativas y las formas de liderazgo docente en el contexto del desarrollo de una propuesta educativa que busca transformar el núcleo pedagógico para propiciar el aprendizaje profundo de niños y niñas de Educación Básica mediante la reflexión crítica de las propias experiencias de formación. A partir de un diseño de casos múltiples y una perspectiva cualitativa se utilizaron dos técnicas de recolección de datos: la observación participante y la revisión documental, y con este marco se realizó un análisis de contenido. Los principales resultados dan cuenta de una propuesta pedagógica que se basa en la metodología de Aprendizaje Basado en Proyectos, donde se destaca la importancia de la retroalimentación durante el proceso educativo y de aprender por medio de una tarea globalizante y contextualizada. Una de las conclusiones más importantes es la necesidad de realizar un cambio profundo de la práctica docente, ya que, para transformar el núcleo pedagógico desde el enfoque evaluativo, se deben modificar las formas de aprender y enseñar en la escuela.

The purpose of this quantitative correlational study was to examine a relationship between self-efficacy beliefs, age, and years of experience of educators of language other than English and teacher leadership. Language teachers constitute a unique subculture that exhibits varied levels of perceived importance and influence on the local, state, and national levels. The complexity of the academic context of second language acquisition contributed to the persistent shortage of educators nationwide between 1990 and 2017. In addition, the gap in ethnic representativeness of formal school leaders combined with the increased ethnic diversity of students communicates the need to invest in leadership development of teachers of languages other than English. The convenience sampling method was used to draw a representative sample of 64 language educators from school districts in the northeastern region of Texas. Two online surveys and a demographic questionnaire were employed to collect primary data. The Teachers’ Efficacy Beliefs System-Self (TEBS-Self) allowed to measure domain-specific teacher self-efficacy beliefs. The Teacher Leadership Inventory (TLI) revealed the scores on perceived teacher leadership. The results of a multiple linear regression analysis indicated that there were no statistically significant predictive relationships between the linear combination of self-efficacy scores, age, and years of experiences and the overall score of teacher leadership subscales. Limitations and implications of the findings and recommendations for future research were discussed.

The system of education in the United States needs support. Schools are at a constant struggle to maintain a positive climate and culture and retain quality educators. We now live in a world where the grades and performance measures are highly scrutinized. Schools are measured against each other and society wants to see outstanding achievement data from their school systems. Working within Moustakas’s phenomenological approach, this qualitative phenomenological study will investigate the extent to which teacher leadership advances school climate and culture. The study will be conducted in four public schools in North Dakota: Two that have teacher leadership models in place, and two that do not. The study will encompass interviews with teachers at each school. It is my hope that by understanding the influences that teacher leadership has on an organization that an argument can be made to institute teacher leadership structures and best practices into the field of education.

Many models of instructional teacher leadership exist in schools with various outcomes for teachers. The aim of this case study was to understand systemic alignment in a formal teacher leadership system and how this alignment impacted instructional change. This dissertation was framed by three research questions: 1) How do the rationales of teachers, teacher leaders, and administrators regarding teacher leadership in their school align? 2) How does the coherence of a system of leadership impact classroom teachers’ abilities to engage with formal teacher leaders? 3) How does the coherence of a system of leadership impact classroom teachers’ abilities to implement instructional changes? A qualitative case study was conducted utilizing semi-structured interviews in one rural school in Minnesota. The participants included one K–12 principal, two high school teacher leaders, two high school teachers, two elementary teacher leaders, and two elementary teachers, and a district Q Comp Coordinator. Role theory (Biddle 1979; Katz & Kahn, 1978; & Turner, 2002) was the theoretical framework used to analyze the data. The findings yielded two scenarios: The elementary in which systemic alignment and a positive engaging culture was associated with the teachers’ willingness to implement instructional change; and the high school in which a slight variation in the shared vision regarding ownership rendered role conflict, periods of teacher-teacher leader disengagement, and teacher instructional changes dependent upon feelings of ownership and relevance.

Today’s school leaders recognize that one person, mainly the principal, cannot adequately address the needs of all members of the school community. Many principals rely on teacher leaders to lead alongside them to further school improvement, knowing that the traditional way of thinking of school leadership as being the sole role of the principal is no longer effective or efficient. While K-12 teachers typically have a strong background in child development, psychology, and pedagogy, many lack experience in leading and facilitating adults and have little background in adult learning theory. The purpose of this research is to determine how K-12 teacher leaders perceive the challenges of leading and facilitating adults. Working within Knowles Andragogy Adult Learning Theory, this phenomenological qualitative study will analyze five to eight teacher leaders in rural, North Dakota school districts. Data will be collected through open-ended interview questions and be analyzed through coding the transcriptions of the interviews. My goal is that this study can be utilized to inform further research in the area of teacher leader development for both school districts and higher education institutions.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

Examining Teacher Leadership: Phenomenology of the Perceived Challenges of Being a Teacher Leader

The effects of a shared vision of teacher leadership on classroom teachers’ instruction

The objective of this study was to explore the possible strategies that could be used to address problems of poor learner discipline in primary schools based in Botshabelo, Mangaung Metropolitan District in Motheo Education jurisdiction. The researcher employed a qualitative approach where semi-structured interviews were conducted with the six participants who were qualified educators at the respective schools, with each of them having varying teaching experience. The results of the study, emanating from thematic analysis revealed that there are indeed disciplinary problems experienced at the primary schools, but the magnitude and intensity varied across. They mentioned challenges such as disruptive classroom behaviour, vandalism, non-adherence to the school’s code of conduct, defiance of school authority, etc. Participants held the opinion that the use of adverse punitive measures, such as corporal punishment should be avoided at all cost, as it is illegal in South Africa. They emphasized that effort should be placed in using positive disciplinary measures, such as pep talks, collaborative decision- making and using the both the Alternatives to Corporal Punishment and SASA documents as a guiding tool to implement discipline in schools. This study made the following recommendations for future research: The use of a larger sample to ensure representativeness, the use of both quantitative and qualitative methods of data collection to maximize validity and reliability. Thirdly, future research should explore the causes of disciplinary problems in in order to generate more data. Lastly, the study recommends that future research to be conducted in other districts in the Free State province.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

In the present descriptive research with non-experimental and documentary field design, the management and leadership of the teacher in the teaching-learning process in the classroom is analyzed. The study is carried out in the first year of high school at the “Sergio Núñez Santamaría” private school (Guayaquil, Ecuador). For data collection, an instrument of 60 items with a Likert-type scale was applied with the options: permanently, almost permanent, almost never and never. The instruments were validated through expert criteria and a pilot test (Alpha Cronbach index 0.99). The relationship between the variables was determined using Pearson's correlation coefficient, obtaining values of 0.694 and 0.721 for the sample of teachers and the sample of students, respectively. Both values indicate a direct positive correlation and categorized as good, expressing a direct relationship between teacher leadership and pedagogical management. The leadership style is moderately effective, prevailing the transformational and the prosocial, with effective specific and generic competencies, highlighting the communicative, entrepreneurship and teamwork. Teachers are characterized with effective pedagogical management, where planning, execution of strategies and evaluation of learning, prevail in equal percentage., En la presente investigación descriptiva con diseño de campo no experimental y documental se analiza la gestión y liderazgo del docente en al proceso de enseñanza-aprendizaje en el aula. El estudio se realiza en el primer año de bachillerato del colegio particular “Sergio Núñez Santamaría” (Guayaquil, Ecuador). Para la recolección de los datos se aplicó un instrumento de 60 ítems con escala tipo Likert con las opciones: permanentemente, casi permanente, casi nunca y nunca. Los instrumentos se validaron a través de criterios de expertos y una prueba piloto (índice Alfa Cronbach 0,99). La relación entre las variables se determinó mediante el coeficiente de correlación de Pearson, obteniendo valores de 0,694 y 0,721 para la muestra de docentes y la muestra de estudiantes respectivamente. Ambos valores indican una correlación positiva directa y categorizada como buena, expresando relación directa entre que el liderazgo docente y la gestión pedagógica. El estilo de liderazgo es medianamente efectivo prevaleciendo el transformacional y el prosocial, con competencias específicas y genéricas efectivas, sobresaliendo la comunicativa, el emprendimiento y trabajo en equipo. Los docentes se caracterizan con una gestión pedagógica efectiva, donde planificación, ejecución de estrategias y evaluación del aprendizaje, prevalecen porcentualmente igual.

The study has investigated teacher leadership and its importance in the subject of religious studies at upper secondary school in Sweden. The study investigates how teachers handle and counteract conflicts and prejudices within the subject of religion and what challenges exist. A qualitative method has been applied in the thesis, this to interpret and analyze the results of the survey study. A social constructivist theory has been used as a theoretical framework. The study shows that teacher leadership is of great importance for the profession as well as the subject of religious studies. Leadership is adapted in relation to, among other things, student groups and teaching subjects. The teachers involved in the study believe that they have good leadership, despite the lack of leadership training within the framework of their teacher education. The results show that unmotivated pupils, prejudices and ignorance are key challenges in the subject of religious studies at upper secondary level in Sweden. According to the teachers, the challenges are met with an open approach as well as fact-based discussions to counter prejudice and oppression.

The goal of this study is to examine what challenges in classroom management language teachers who are working at the gymnasium are facing when they are doing distance teaching. A qualitative study is performed where interviews are used as the data collection method. Five language teachers from a school in Stockholm county were chosen to take part in the interviews. These interviews were recorded and later transcribed and analysed to find categories to be able to further describe and discuss the data. This resulted in eight different categories forming. Results that are noticeable is firstly that planning and communication is the two most difficult aspects of classroom management for the interviewed teachers. For planning the time was considered difficult to control in distance teaching. When it comes to communication, the primary difficulty was to get used to communicating via a monitor which does not mediate body language and facial expressions in a satisfactory way. Furthermore, it was discovered that many teachers have problems with the technological aspects of distance teaching. There are a lot of new and complicated software that the teachers need to learn and understand to be able to efficiently educate.