Teachers’ perceptions and policy directives for transformative teacher leadership initiatives during and beyond covid-19

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-05-27 DOI:10.1080/13632434.2022.2088490

Natalie Smith, Edwin Darrell de Klerk

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引用次数: 2

Abstract

ABSTRACT The COVID-19 pandemic has brought new opportunities to tap into teachers’ own reservoirs of experiences and knowledge to develop them as teacher leaders, while minimising the potential for conflict with their colleagues and reducing confusion about their responsibilities. In this article, we describe some key themes identified and lessons learned from teachers and SMTs with respect to their experiences about teacher leadership during the pandemic. Having employed deconstruction as qualitative methodology and transformative learning as theory, this single case study assisted us to take-apart education policy texts as well as teachers’ and SMTs’ narratives to propose innovative teacher leadership initiatives amid COVID-19. The findings revealed that teacher leaders can be regarded as influencers who empower others by being responsive, open to change and build relationships so that they can inspire others. This aligns with policy stipulations that teachers should continually upgrade their knowledge and adapt their skills to new circumstances. This paper recommends that practices of the self and technologies of power can be deemed significant transformative teacher leadership initiatives for teacher leaders during and beyond the pandemic.

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在2019冠状病毒病期间和之后，教师对变革性教师领导倡议的看法和政策指示

2019冠状病毒病大流行为教师提供了新的机会，可以利用教师自身的经验和知识储备，将他们培养成教师领导者，同时最大限度地减少与同事发生冲突的可能性，减少对职责的困惑。在本文中，我们描述了确定的一些关键主题，以及从教师和smt那里学到的教训，以及他们在大流行期间关于教师领导的经验。通过将解构作为定性方法，将变革学习作为理论，这一单一案例研究帮助我们分解教育政策文本以及教师和smt的叙述，从而在2019冠状病毒病期间提出创新的教师领导倡议。调查结果显示，教师领导者可以被视为有影响力的人，他们通过积极响应、对变化持开放态度和建立关系来赋予他人权力，从而激励他人。这与政策规定一致，即教师应该不断提高自己的知识水平，并使自己的技能适应新的环境。本文建议，自我实践和权力技术可被视为大流行期间和之后教师领导的重要变革性教师领导举措。

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.