Abstract
This article explores novice teachers’ perspectives on their teacher leadership roles and their principal’s facilitation of their leadership development. A cohort of 20 novice teachers teaching in Hong Kong participated in this study. Data were collected through semi-structured interviews and documentary evidence during a two-year period. The results show that six novice teachers performed principal-delegated and teacher-initiated teacher leadership roles facilitated by principals’ practices. Interplay of the teacher’s and principal’s roles as an interface of developing teacher leadership is evidenced. This has important implications for the roles of teachers and principals in fostering teacher leadership in schools. Teacher educators are also informed for enhancement of initial teacher education. Copyright © 2016 Elsevier Ltd.
| Original language | English |
|---|---|
| Pages (from-to) | 140-148 |
| Journal | Teaching and Teacher Education |
| Volume | 58 |
| Early online date | May 2016 |
| DOIs | |
| Publication status | Published - Aug 2016 |
Citation
Cheng, A. Y. N., & Szeto, E. (2016). Teacher leadership development and principal facilitation: Novice teachers’ perspectives. Teaching and Teacher Education, 58, 140-148.Keywords
- Novice teacher
- Teacher leadership role
- Principal facilitation
- Teacher aspiration
- Teacher leadership development
- Leader identity