Beginning Teachers' Opportunities for Enacting Informal Teacher Leadership: Perceptions of Teachers and School Management Staff Members

Autor/inn/en	Meirink, Jacobiene; Van Der Want, Anna; Louws, Monika; Meijer, Paulien; Oolbekkink-Marchand, Helma; Schaap, Harmen
Titel	Beginning Teachers' Opportunities for Enacting Informal Teacher Leadership: Perceptions of Teachers and School Management Staff Members
Quelle	In: European Journal of Teacher Education, 43 (2020) 2, S.243-257 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oolbekkink-Marchand, Helma) ORCID (Schaap, Harmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1672654
Schlagwörter	Beginning Teachers; Teacher Leadership; Teacher Attitudes; Administrator Attitudes; Principals; Department Heads; Teacher Competencies; Leadership Role; Alternative Teacher Certification; Secondary Schools; Foreign Countries; Young Adults; Netherlands + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerfunktionsstelle; Lehrerverhalten; Principal; Schulleiter; Lehrkunst; Sekundarschule; Ausland; Young adult; Junger Erwachsener; Niederlande
Abstract	Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers' opportunities for enacting leadership. Twelve pairs, consisting of one school management staff member (e.g. principal, administrators, head of departments) and one beginning teacher, were interviewed. For the analyses, three codes describing levels of leadership (witness, participation, ownership) were used to label the situations reported by the novices and staff members in which they experienced and observed leadership. The findings of this study show that it is possible for beginning teachers to enact leadership roles. They do, however, need to develop knowledge and skills for this purpose. To optimise these leadership competencies, teacher education programmes could consider including this more explicitly in their curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01