Teacher leadership ties in the heart of school improvement while principal plays a salient role in fostering teachers’ leadership. This study aims to examine a group of beginning teachers in Hong Kong to address research questions: (1) To what extent are the teachers’ developments of teacher leadership? (2) What are the teachers’ perceptions of principal-teacher interactions? (3) How principal-teacher interactions attribute to the teacher leadership development? Multiple data sources, including interviews, documentary evidence and questionnaires were collected. Results show that principal-teacher interactions that reflected trust, value communication and encourage professional development are key to facilitating teacher leadership. Three types of impact illustrating principal-teacher interactions attribute to teacher leadership development are identified. Implication for school leaders and teacher educators are discussed. Copyright © 2015 AERA.
|Publication status||Published - Apr 2015|
|Event||2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis"|
- Chicago, Ill., United States
Duration: 16 Apr 2015 → 20 Apr 2015
|Conference||2015 Annual Meeting of American Educational Research Association: "Toward Justice: Culture, Language, and Heritage in Education Research and Praxis"|
|Abbreviated title||AERA 2015|
|Period||16/04/15 → 20/04/15|