Exploring the Concept of Teacher Leadership through a Document Analysis in the Australian Context

Autor/inn/en	Kahler-Viene, Nicole; Conway, Joan M.; Andrews, Dorothy
Titel	Exploring the Concept of Teacher Leadership through a Document Analysis in the Australian Context
Quelle	In: Research in Educational Administration & Leadership, 6 (2021) 1, S.200-239 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Foreign Countries; Teacher Leadership; Content Analysis; Accountability; Advocacy; Teacher Collaboration; Educational Practices; Cultural Awareness; Inclusion; Capacity Building; Professionalism; Reflective Teaching; Safety; Trust (Psychology); Risk; Alignment (Education); Educational Objectives; Sustainability; Teamwork; Communities of Practice; Leadership Qualities; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerfunktionsstelle; Inhaltsanalyse; Verantwortung; Sozialanwaltschaft; Lehrerkooperation; Bildungspraxis; Cultural identity; Kulturelle Identität; Inklusion; Professionalität; Sicherheit; Risiko; Educational objective; Bildungsziel; Erziehungsziel; Nachhaltigkeit; Community; Führungseigenschaft; Australien
Abstract	This paper focuses on a document analysis for an Australian case study, which contributes to a larger international study on teacher leadership. The aim of this paper is to ascertain how teacher leadership is understood and conceptualised from an Australian documentary perspective spanning the national, state, regional, and local education administrative levels. A document analysis framework stipulated by the larger study identified the attributes of teacher leadership. Twenty-one documents were analysed and the attributes in relation to five considerations impacting teacher leadership are discussed. Results indicated differences of dominant attributes across each of the levels: however, accountability and advocacy are consistently represented. Accountability filters through all four levels. The system is beginning to advocate and acknowledge pathways to leadership. At the state level, teacher leadership is strengthened through professional and collaborative practices. However, this paper suggests this is not consistently evident at the regional and local levels due to a number of pertinent organisational issues. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01