Teacher leadership in schools: a study into the antecedents and nature of teacher leadership in schools
Notice bibliographique
Résumé
The 1990s in Newfoundland and Labrador were particularly turbulent for education. In the midst of a provincial Royal Commission calling for reform in education and a provincial government struggling to manage its finances in the face of a staggering public debt, a province-wide school improvement process initiative was instituted in 1995 with financial help from the federal government. Two responses occurred. For some, the process became a critically important way to cope with reductions in resources while maintaining programmes, while for others the process made them able to cope and develop novel and exciting programmes. This thesis is about the above factors in relation to six rural schools in one school district. The study examines the nature of teacher leadership and then looks at the antecedents and influences on teacher leadership in these schools. This study is unique in that it looks at teacher leadership as it occurs largely outside the traditional teacher leadership roles such as department heads. These schools had few such roles, thus the perspective of teachers as leaders, teachers as followers and principals reflect a genuine style of collegially based and peer recognised forms of teacher leadership. As part of a comprehensive qualitative study of six schools noted for teacher leadership, 28 respondents were interviewed. Teacher leadership often involved the mutual influence between teacher leaders and principals. These influences are discussed from the perspectives of each of the school's gender, seniority, and respondent status as teacher leader, teacher nominator, and administrator. Furthermore, these schools were developed into three models based on unique features found that were more typical of some of these schools as compared with others. While much is to be learned from this study, still more can be learned through further research. The relationship of gender to such roles could be more fully explored. In addition, what are the consequences for teacher leaders who move to other schools? Will they re-establish themselves as leaders? Questions around the role of those replacing teacher leaders that have left would also be worthy of further study. These are just a few questions that my study raises that warrant further exploration.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,003 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».