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The essence of teacher leadership. - Coggle Diagram
The essence of teacher leadership.
Principal's role
Sustainable leadership (code, 2014)
Provide transformational leadership, ( Harris & Muijs, 2003; Mahlangu, 2014)
Redistribution of power
Inspire (Mahlangu, 2014)
Motivate (Mahlangu, 2014)
Role model (Mahlangu, 2014)
Improved morale
"Leader of leaders" (Grant, et al., 2010)
Accountability
Groom leaders
Mutual trust development
Manage conflicting perceptions (Mahlangu, 2014)
Prerequisites (Harris & Majis, 2003)
Positive feedback
Principal's support
Teacher expertise celebration
Opportunity creation
Build teacher network
Collaborative planning
Collaborative work
Class visits
Continuous professional devwlopment
Support groups
Clear values ( Bogotch & Shield, 2014)
Expectations ( Bgotch & Shield, 2014)
Training ( Bogotch &Shield, 2014)
Resources (Bogotch & Shield,2014)
Role clarity ( Bogotch & Shield,2014)
Barriers
Resistance (Lowery Moore, Latima & Villate, 2016)
Stereotypical isolation
Lack of recognition
Lack of time
Lack of personal values
Bereaucracy
Institutional norm
Organisational structure
Professional & organisational culture
Teaching & learning norms
Leaddership nature (Bogotch, ethal; 2014)
Feeling of isolation ( Harris & Mujis, 2003)
"Top down" leadership ( Harris & Mujis, 2003)
Historical, cultural & institutional settings ( Grant, et al., 2010)
Dysfunctional schooling system (Grant, et al., 2010)
Non-participatory culture ( Grant, et al., 2010)
No formal authority ( Harris & Mujis,2003)
Lack of status (Harris & Mujis, 2003)
Teacher spurned ( Harris, 2003)
Distributed leadership (Grant, Gardner; Kajee, Moodley & Samaroo, 2010)
Communities of practice & professional learning communities (Berry, 2010; Bogotch, et al., 2014)
Collaborative work
Distributed leadership
Fluid leadership
Transformation agents
Professional efficacy (Berry, 2010)
Effective teaching (Berry, 2010)
Student achievement
Teacher support
Power relinguish (Grant, et al.,2014)
Redistribution of power (Grant, et al., 2010)
Supportive, collaborative & collegial power ( Grant, et al.,2010 & Harris & Mujis, 2003)
Shared decision making ( Grant, et al., 2010)
Teacher mentoring (Bogotch & Shields, 2014)
Moral obligation (Bogotch, et al., 2014)
Novice teacher support
Impact
Research use & assessment
Teacher well-being
Better resource use
Recruiting
Teacher motivation (Lowery-Moore, et al, 2016)
Rewarding
Reduced teacher attrition (Lowery-Moore, et al., 2016)
Teacher confidence
Willingness
Desire
Greater participation (Martin, 2012)
School policy development (Warren, 2015)
School culture custodian (Warren, 2015)
School goals ownership (Martin, 2012)
Commitment (Martin,2012)
Shared decision making (Martin, 2012)
Improved teacher morale ( Martin, 2012)
Heightened self-efficacy (Martin, 2012)
Intrinsic motivation (Martin, 2012)
Reduced power struggle (Martin, 2012)
Informed workforce (Martin,2012)
Aligned school goals (Martin, 2012)
Collective decisions (Martin, 2012)
Professionalism (Martin, 2012)
Improved performance (Martin, 2012
Improved teacher quality (Martin, 2012)
Good practices shared (Martin, 2012)
High sense of responsibility (Martin, 2012)
Teacher collaboration (Martin, 2012)
Stronger teams (Martin, 2012)
Strong safety net (Martin, 2012)
Self monitoring school (Martin, 2012)
Reduced staff turn-over (Martin, 2012)