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ERIC Number: EJ1174563
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3124
EISSN: N/A
Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives
Szeto, Elson; Cheng, Annie Yan-Ni
International Journal of Leadership in Education, v21 n3 p363-379 2018
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was collected. The results showed that the beginning teachers were able to take up leadership roles in schools both formally and informally. Development of teacher leadership requires constructive and regular communication with teachers and encouragement of their continuing professional development. Three types of effects on principal-teacher interactions in developing teacher leadership were identified: 'inspirational', 'empowering' and 'allowing'. These interaction patterns contribute to the international knowledge on teacher leadership development in schools. Implications for school leadership are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A