Literaturnachweis - Detailanzeige
Autor/inn/en | Mullen, Carol A.; Jones, Rahim J. |
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Titel | Teacher Leadership Capacity-Building: Developing Democratically Accountable Leaders in Schools |
Quelle | In: Teacher Development, 12 (2008) 4, S.329-340 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1366-4530 |
Schlagwörter | Social Justice; Focus Groups; Teacher Leadership; Principals; Management Development; Teacher Surveys; Interviews; Accountability; Democratic Values; Participative Decision Making; Leadership Training; Grounded Theory; Best Practices; Effective Schools Research; School Administration; Leadership Effectiveness; Florida |
Abstract | Using a qualitative case study approach, the authors explore social justice implications of inservice principals' practices that affect attitudes and empower teachers. If a primary educational goal of progressive schooling is to create and sustain more democratic schools by enabling the growth of teachers as leaders who are responsible for their actions, then they must be given opportunities to develop as democratically accountable leaders. The authors identify practical ideas and dynamics of teacher leadership grounded in field-based study of the work of principals and teachers employed in three high-performing elementary schools in central Florida, USA. Feedback from administrators and teachers via surveys, interviews, and focus groups suggests that principals who build leadership capacity at their schools (1) establish a culture of trust, honesty, and professionalism; and (2) facilitate opportunities for teacher leadership. (Contains 1 note.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |