Differentiating Leadership Styles and Behaviors of Teacher-Leaders

Autor/inn/en	DeSantis, Joshua; Dammann, Stacey N.; Clayton, Anastasia
Titel	Differentiating Leadership Styles and Behaviors of Teacher-Leaders
Quelle	In: Journal of Organizational and Educational Leadership, 8 (2023) 2, Artikel 2 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teacher Leadership; Leadership Styles; Individual Differences; Teacher Behavior; Teacher Role; Status; Educational Attainment; Faculty Development; Knowledge Level; Administrators; Leadership Role; Pennsylvania + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Führungsstil; Individueller Unterschied; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Bildungsabschluss; Bildungsgut; Wissensbasis
Abstract	The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors posit that differences exist in the leadership styles and behaviors of professional educators depending on their role, status, and professional learning journey. Findings from the present study affirm the existence of some of these differences and, thus, could inform future efforts to designate and train teachers for leadership roles based off of these attributes. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01