NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ883576
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 11
ISSN: ISSN-1068-6177
Getting Started: Leadership Opportunities for Beginning Early Childhood Teachers
Armstrong, Linda J.; Kinney, Katherine C.; Clayton, Lisa H.
Dimensions of Early Childhood, v37 n3 p11-17 Fall 2009
Teacher leadership is quite simply what teachers do for the good of children inside and beyond their classrooms. It is critical today to successfully reform schools and the profession. Inside the classroom, teacher leaders advocate for best practices and model expert teaching. Teacher leaders contribute to their professional community to improve educational practices locally and more widely. Teacher leadership requires a mixture of influences, positions, time factors, and purposes. For this study, the authors interviewed 12 beginning classroom teachers in an effort to understand how they perceived themselves as leaders while teaching young children in a public school district that had recently adopted a new reading series. Data collection and analysis were highly collaborative and interpretive. The results of this study suggest that there are three ways that administrators can support emerging leaders: attitude, opportunity, and collaboration.
Southern Early Childhood Association. P.O. Box 55930, Little Rock, AR 72215. Tel: 800-305-7322; Fax: 501-227-5297; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A