Abstract
Developing early-career teachers' leadership is a part of teacher learning both inside and outside schools. Teachers' learning processes have not yet been explored in relation to principals' delegation and teachers' recognition of leadership roles in a culturally hierarchical structure. This article discusses a cross-case study of four early-career Chinese teachers' experiences of leadership development in the Hong Kong school system. After teaching for five years, the teachers' leadership capabilities are reflected in their functional roles, membership, and promotion in their schools as approved by their school principals. Implications for teacher leadership development through teacher learning are also discussed. Copyright © 2017 Education Pub.
| Original language | English |
|---|---|
| Pages (from-to) | 45-64 |
| Journal | International Studies in Educational Administration |
| Volume | 45 |
| Issue number | 3 |
| Publication status | Published - 2017 |
Citation
Szeto, E., & Cheng, A. Y. N. (2017). Developing early career teachers' leadership through teacher learning. International Studies in Educational Administration, 45(3), 45-64.Keywords
- Early-career teachers
- Principals' delegation
- Boundaries of teacher leadership
- Teacher learning