Teacher’s readiness for leadership – a strategy for school development

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-01-01 DOI:10.1080/13632434.2021.2016685

Piret Oppi, Eve Eisenschmidt, Anna-Liisa Jõgi

引用次数: 3

Abstract

ABSTRACT Teacher leadership is a powerful concept in school development. However, teachers’ readiness to take on the leadership role is rather delicate. Therefore, this study aimed to determine the relationship between teachers’ readiness for leadership and two main factors that affect it: distributed leadership and school culture. Quantitative data from teachers (n = 480) in 16 Estonian schools were gathered through a questionnaire regarding teachers’ readiness for leadership, their perceived distributed leadership and school culture. The results indicated that teachers in schools where distributed leadership dimensions were perceived above average evaluated their readiness for leadership higher. We also found that teachers evaluated their readiness for leadership higher in schools where innovation and change-oriented school culture were perceived as higher than average. The findings offer in-depth evidence of the conditions necessary to support teachers’ readiness for leadership.

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教师的领导准备-学校发展的策略

教师领导是学校发展中一个强有力的概念。然而，教师承担领导角色的准备是相当微妙的。因此，本研究旨在确定教师的领导准备与其两个主要影响因素:分布式领导和学校文化之间的关系。通过问卷调查收集了16所爱沙尼亚学校教师(n = 480)的定量数据，内容涉及教师的领导准备程度、他们所感知的分布式领导能力和学校文化。结果表明，在分布式领导维度高于平均水平的学校，教师对其领导准备的评价较高。我们还发现，在创新和以变革为导向的学校文化被认为高于平均水平的学校，教师对他们的领导准备程度的评价更高。调查结果为支持教师准备领导的必要条件提供了深入的证据。

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

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.