Examining teacher leadership perceptions: A comparison between the United States and Qatar

IF 2.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Rania Sawalhi, Abdrabo Soliman, Pamela S Angelle
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引用次数: 0

Abstract

In this study, we compared teachers’ perceptions in the United States and Qatar on the four dimensions of the Teacher Leadership Inventory (TLI) (Share Expertise, Share Leadership, Supra-Practitioner, and Principal Selection). Our analysis illuminated how teachers in both countries perceived the extent of teacher leadership and provided valuable insights into the differences between the two countries in each factor. Notably, we found statistically significant differences in all four factors of the TLI between the United States and Qatar, with a particularly large effect size in the Supra-Practitioner factor. The unique aspect of our study lies in comparing teacher leadership levels between two countries with vastly different contexts but surprisingly similar policy orientations regarding education. These findings have significant implications for policymakers, researchers, and practitioners, and we provide specific recommendations based on our results.
考察教师对领导力的看法:美国与卡塔尔的比较
在这项研究中,我们比较了美国和卡塔尔教师对教师领导力量表(TLI)四个维度(分享专业知识、分享领导力、超级实践者和校长选择)的看法。我们的分析揭示了两国教师如何看待教师领导力的程度,并对两国在每个因素上的差异提供了有价值的见解。值得注意的是,我们发现美国和卡塔尔在 TLI 的所有四个因子上都存在显著的统计学差异,尤其是在 "超级实践者 "因子上的效应规模更大。我们研究的独特之处在于比较了两个国家的教师领导力水平,这两个国家的国情大相径庭,但教育政策取向却惊人地相似。这些发现对政策制定者、研究者和实践者具有重要意义,我们根据研究结果提出了具体建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Management Administration & Leadership
Educational Management Administration & Leadership EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.20
自引率
19.40%
发文量
63
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