How middle leaders support in-service teachers' on-site professional learning

Darren Anthony BRYANT, Yiu Lun WONG, Anthony Robert ADAMES

Research output: Contribution to journalArticle

Abstract

Research has demonstrated that the professional development of staff is prioritised by effective school leaders. A limited, but growing research base has noted the potential influence of middle leaders, i.e., teachers with formal leadership responsibilities, to build teachers' professional capacity. This paper examines middle leaders' development of others' professional and leadership capacities. It uses a mixed methods approach, analysing qualitative interview and social network data. While the qualitative data distils several key themes, the social network analyses sheds light on the interactions that support teachers' development. The findings examine how middle leaders facilitate teacher empowerment and team building by (a) mediating instructional initiatives, (b) devising structures for curriculum enactment, and (c) creating opportunities for professional dialogue. Copyright © 2020 Elsevier Ltd. All rights reserved.
Original languageEnglish
Article number101530
JournalInternational Journal of Educational Research
Volume100
Early online dateJan 2020
DOIs
Publication statusPublished - 2020

Fingerprint

leader
teacher
learning
social network
leadership
qualitative interview
empowerment
dialogue
staff
curriculum
responsibility
interaction
school

Citation

Bryant, D. A., Wong, Y. L., & Adames, A. (2020). How middle leaders support in-service teachers' on-site professional learning. International Journal of Educational Research, 100. Retrieved from https://doi.org/10.1016/j.ijer.2019.101530

Keywords

  • Middle leadership
  • Distributed leadership
  • Teacher learning
  • Professional development
  • Social network
  • PG student publication