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The literature has shown that teacher leaders’ self-identity is a crucial aspect of teacher leadership development. However, less is known about the factors that influence the development of teacher leadership identity in the Chinese education context. By conducting semi-structured interviews with 23 secondary school teachers and administrators, th...
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... This wide range of actors allowed us to select teachers whose positive influence went beyond the classroom. To analyse the enactment of teacher leadership comprehensively, we used the three factors: individual, organisational and societal that shaped teacher leadership developed by Liu et al. (2021). ...
This article analyses how low-income schools and teacher education policies in Argentina describe the idealised “good” teacher. One of the crucial foundations of teacher leadership is related to teachers’ professional abilities. This study aims to problematise the fragile discursive constructions of what counts as effective and good teaching in both low-income schools' actors and teacher education policy documents. As previous research has confirmed teacher ability is contextual and a highly controversial topic. How low-income school actors describe, interpret and enact good teaching might differ from national teaching policy guidelines and standards. This study attempts to address the following research questions. First, what factors do low-income school actors and Argentinean educational policies highlight regarding teachers’ professional ability? Second, does a teacher’s professional ability refer to teacher leadership? Finally, what are the implications of the gap between the perspectives of low-income schools and the official teaching policy for knowledge production and educational policy? The findings provide a framework to understand the current limited status of teacher leadership in Argentina. Through the historical normalist genesis of the Argentinean educational system that fostered homogenisation as a crucial technology of schooling, and an epistemological bias that deemed the low-income perspective as unscientific the article shed light on the status of teacher leadership. Finally, the research suggests bridges to foster dialogues between teaching policies and low-income schools.
... Sinha and Hanuscin (2017) pointed out that developing a teacher's leadership identity is a complex, unique process that depends on the specific teacher's life experiences, priorities, and school context. In addition, the development of a teacher's leadership identity is influenced by personal, organisational, and societal factors (Liu et al., 2021). Research has also revealed that school culture plays a role in teachers' readiness for leadership (Oppi et al., 2022). ...
School teachers’ work is increasingly associated with leadership. Teacher autonomy is exceptionally high in Finland, and newly qualified teachers are expected to take responsibility for and participate in leadership processes, both inside their classrooms and schoolwide. To develop these abilities, student teachers should recognise the leadership dimensions of their profession to be active agents: their opportunities to participate in and influence the development of pedagogical solutions and the operation of the school. This study explores how student teachers perceive their participation and agency in leadership in their future work. The data consist of student teachers’ ( N = 68) empathy-based written stories describing either the promising future of a teacher or a future in which things went poorly. The data were analysed using a narrative approach. The results show that student teachers perceive leadership to be composed of individual professional skills and external factors that enable them to be active, such as opportunities provided by the principal and the general school culture.
Teacher identity is an important concept that serves as a gateway to various aspects of teacher professionalism. A growing body of research in language education delves into the complexities of teacher identity. However, when viewed through a micropolitical lens, this crucial topic has received surprisingly little attention. This limitation hinders a deeper understanding of teachers' contextual satisfaction, well-being, and functioning. This paper reports on a qualitative study that explored how Vietnamese primary school English as a foreign language teachers construct their identities within the framework of educational micropolitics. Nine primary school English teachers took part in the study, and semi-structured interviews were used as the data collection tool. Their organizational power was investigated in relation to principals, colleagues in main subjects, students, and parents. The results reveal that in order to function as organizational individuals , the participants had to strategically perform either a main, subordinate, or extra role identity in power-related interactions with different agents.
The development of teacher leadership is closely intertwined with the transformation of teacher roles. However, few studies have investigated how this concept, first developed in North America, is affected by teachers’ role identities (RIs) in an Asian context. To this end, this study aimed to examine the effects of teachers’ perceived role expectations (PREs) and RIs on their leadership behaviour. The sage teacher, professional teacher, and labourer teacher framework was used for analysis, and 498 junior high school teachers in Taiwan participated in a survey. Structural equation modelling and bootstrap analysis were employed to analyse the data. The results showed that teachers’ PREs as professional and sage teachers were more significant than for labourer teachers. Their RIs also presented the same pattern. Moreover, although teacher leadership is closely related to the development of teacher professionalism, of the three types of teacher roles, only the PRE and RI of the sage teacher can significantly motivate teachers to lead in direct and indirect ways.
