Iranian Teachers' Perceptions of Teacher Leadership Practices in Schools

Autor/inn/en	Aliakbari, Mohammad; Sadeghi, Aghdas
Titel	Iranian Teachers' Perceptions of Teacher Leadership Practices in Schools
Quelle	In: Educational Management Administration & Leadership, 42 (2014) 4, S.576-592 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143213510500
Schlagwörter	Foreign Countries; Teacher Attitudes; Teacher Leadership; Educational Practices; School Surveys; Age Differences; Gender Differences; Educational Attainment; Teaching Experience; Instructional Program Divisions; Single Sex Schools; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Questionnaires; Leadership Styles; Iran + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehrerfunktionsstelle; Bildungspraxis; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Führungsstil
Abstract	Teacher leadership is increasingly seen as a key option for school reform and improvement. However, despite the extensive literature on teacher leadership, this issue has achieved little attention in Iran. To fill such a research gap, the present study examined teacher leadership practice in a sample of Iranian schools. The "Teacher Leadership School Survey" developed by Katzenmeyer and Moller (2009) was administered to 213 teachers across 22 schools in Kermanshah province. The intention was to examine the teachers' perceptions of teacher leadership practice in schools and the ways through which such perceptions might have been influenced by variables including gender, age, teachers' educational degree, teaching experience and school level. The results of descriptive statistics, t-test and one-way ANOVA revealed that teacher leadership was practiced above "sometimes" and closer to "often" in the sample schools. Further, data analysis indicated significant differences in teachers' perceptions of teacher leadership practice with reference to their educational degree and the level they taught. However, teachers' age, gender, and years of teaching experience did not appear as significant factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10