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Teacher leadership
Author
Ng, Veronica Chyi Huern
Supervisor
Ng, David Foo Seong
Abstract
The purpose of this case study was to find out how teachers develop leadership qualities and characteristics in conceptualising and implementing a new teacher-initiated curriculum programme called Student Action Research (STARS).
This study described from the teachers' perspectives the process which enabled them to assume the roles and responsibilities of leadership. The study was conducted in a government secondary school in the East Zone. Five teachers were involved in the study. These teachers were part of the STARS team that conceptualized, designed and implemented the STARS with the Secondary One students.
STARS is a programme created by a team consisting of a few key personnel and a group of teachers who are interested in improving on the students' project work and also to introduce Action Research to the students. All teachers have been using Action Research as a tool to look into their own teaching and learning concerns in their classrooms. Hence, it is through this new curriculum created by these teachers for their students that the research is being conducted to look at teacher leadership development among these teachers and not the key personnel.
The findings of the study included the following:
1. Participants believe that they have assumed teacher leadership roles in designing, developing and implementing a new curriculum.
2. Principal's support is crucial to enable as well as to set the tone for how teachers to take on new responsibilities.
3. Protected time for regular meetings, discussions and collaboration is vital to create opportunities for teachers to grow into the role of teacher leaders.
4. Non-hierarchical work structure creates a climate that encourages teacher collaboration and involves teachers in decision making.
5. Collaborative and collegial work norms encourage openness and willingness to share that leads to intellectual discussion, evaluation, innovation and the development of teacher leadership.
This study described from the teachers' perspectives the process which enabled them to assume the roles and responsibilities of leadership. The study was conducted in a government secondary school in the East Zone. Five teachers were involved in the study. These teachers were part of the STARS team that conceptualized, designed and implemented the STARS with the Secondary One students.
STARS is a programme created by a team consisting of a few key personnel and a group of teachers who are interested in improving on the students' project work and also to introduce Action Research to the students. All teachers have been using Action Research as a tool to look into their own teaching and learning concerns in their classrooms. Hence, it is through this new curriculum created by these teachers for their students that the research is being conducted to look at teacher leadership development among these teachers and not the key personnel.
The findings of the study included the following:
1. Participants believe that they have assumed teacher leadership roles in designing, developing and implementing a new curriculum.
2. Principal's support is crucial to enable as well as to set the tone for how teachers to take on new responsibilities.
3. Protected time for regular meetings, discussions and collaboration is vital to create opportunities for teachers to grow into the role of teacher leaders.
4. Non-hierarchical work structure creates a climate that encourages teacher collaboration and involves teachers in decision making.
5. Collaborative and collegial work norms encourage openness and willingness to share that leads to intellectual discussion, evaluation, innovation and the development of teacher leadership.
Date Issued
2008
Call Number
LB2806 Ng
Date Submitted
2008