{"title":"Teacher’s readiness for leadership – a strategy for school development","authors":"Piret Oppi, Eve Eisenschmidt, Anna-Liisa Jõgi","doi":"10.1080/13632434.2021.2016685","DOIUrl":null,"url":null,"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.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"1 1","pages":"79 - 103"},"PeriodicalIF":2.8000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Leadership & Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/13632434.2021.2016685","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
