26. Educational Leadership
Paper
Emerging Teacher Leader Roles in Upper Secondary School – Elite Teachers Leading Colleagues’ Professional Learning in Subject Departments
Hedvig N. Abrahamsen1, Kristin Helstad2
1University of Oslo, Norway; 2University of OsloMet, Norway
Presenting Author: Abrahamsen, Hedvig N.;
Helstad, Kristin
School leaders around the world face expectations from national and local policy level on leading the schools, as a result of recognition of leadership importance for student learning (Leithwood et al., 2020). This paper explores how an emerging teacher leader role is developing in an upper secondary school in Norway within a context of changes in society and frequent reform initiatives. A renewed version of the national curriculum (LK20) underlines that school leaders are responsible for developing processes of organizational learning and engage in local reform work at their schools. The principal cannot take the responsibility for this leadership expectations alone (Møller & Rönnberg, 2021), reflecting a growing need for middle leaders at different levels to contribute.
The term middle leadership is perceived differently in various national contexts (Day & Grice, 2019; De Nobile, 2018; Harris et al., 2019; Lipscombe et al., 2021). In this paper we focus on teacher leaders described as ‘subject leaders’, a redesigned role in which teachers are given responsibility for leading processes of professional learning amongst their peer teachers. They are teachers leading students inside the classroom, whilst at the same time leading peer teachers outside the classroom (Wenner & Campbell, 2017). Hierarchically placed below senior middle leaders their reach of authority is limited (De Nobile, 2018). They report to their department heads.
Integrated between senior leaders and peer teachers (Grootenboer et al., 2019; Wilkinson, 2017) research on middle leaders show that they are important for developing professional learning and development (Grootenboer et al., 2019). However, tensions between a whole-school focus and department focus may develop (Harris & Jones, 2017). Teachers as subject leaders are not comfortable about getting too much involved with their colleagues’ individual professional work (Helstad & Abrahamsen, 2020) or with controlling the teacher profession (Alvehus et al., 2020). Although previous research has shown that middle leaders are important for improvement (Harris & Jones, 2017) there is still need for investigating the many different middle teacher leader roles which are emerging in schools. The educational landscape is changing and professional roles are developing, something which makes it relevant to assume that relations between the different layers in the school, such as the teachers, subject leaders, department heads and the principal are influenced in particular ways. The present study which this paper rests on provides a contribution to the field on how teacher leaders work to find their role among their peer teachers while at the same time being part of the teacher profession they are expected to lead.
Our study’s research question is as follows:
How do teacher subject leaders in an upper secondary school experience and develop their position amongst their peer teachers?
The present study aims to identify how teachers as subject middle leaders may contribute to develop processes of professional learning amongst peer teachers in the local school in light of national expectations on local reform work.
Theoretical framework:
This study draws upon a relational understanding of leading, taking the perspective that practice organizes and constructs activity through social interaction (Spillane, 2006). Theory of practice architecture argues that individuals in a community of practice encounter one another in intersubjective spaces in language, space and time in the material world and social relationships (Kemmis et al., 2014, p. 4). This is about socially established cooperative human activities characterized by sayings (ideas and discourses), doings (actions and activities) and relatings (relationships) which ‘hang together’ Kemmis et al., 2014, p. 31). Theorized through a lens of practice architecture in processes of organizing professionalism (Noordegraaf, 2015) the teacher subject leaders are viewed as a differentiation of teacher positions in the school organization.
Methodology, Methods, Research Instruments or Sources UsedThe research underlying this paper rests on an ongoing longitudinal larger study investigating leadership in an upper secondary schools in Norway (Helstad & Abrahamsen, 2020). This research project has a qualitative design with the aim of generating more knowledge about changes in school leadership over a period of six years. In this paper we focus on experiences and expressions of practices from 12 teacher subject leaders from two visits; one in 2019 and one in 2022. The last visit gave the opportunity to identify how the subject leaders had developed their understandings of their own and each other’s practices when acting as subject leaders. We chose focus group interviews because this method facilitates for letting discussions unfold between participants if the researchers create a situation based on trust. Further, focus group can produce a concentrated amount of empirical data on a topic (Kvale & Brinkmann, 2009). Since we have visited this school a number of times in connection with the larger research project, we had met the subject leaders several times and experienced that trust was established.
The questions guiding the focus group interviews were directed towards getting the subject leaders to tell us and each other about what they experienced as teacher leaders and whether and how the role had changed over time. We focused on what they said and did as subject leaders and how their relations towards the teachers was experienced and developed. We also wanted to hear them tell each other about specific challenges in leading their colleagues’ professional learning. The interviews were transcribed, and followed a three-step analysis process, described as coding, extracting and interpretation (Kvale og Brinkman, 2009). Richards, (2009) describes this as descriptive, thematic and analytical, where in the descriptive phase the focus was on what the informants told, and the second phase focused on the themes which were emerging and the third analytical phase involves interpretation and abstracting findings and analysis across the interviews relevant for the research question.
Conclusions, Expected Outcomes or FindingsSayings – from reminding to reflecting
When asked what the subject leaders experienced when leading the teachers’ professional learning the teachers who had been in this position from 2019 told that they experienced a change from reminding the teachers on what to do towards changing their meetings towards discussions, reading and showing relevant research. They also told that the role opened up the possibility to bringing teacher ideas and thoughts up to the formal school leaders, and that the school leaders listened to them.
Doings – what they could do and what they wanted to do
The teacher leaders reported that they wanted to contribute to develop their work (subjects) together with their peers, and to plan development work. They were very concerned about that planning together was about doings, not just words. They expressed that they did not want to “spy on their colleagues”, but rather offer peer guidance.
Relatings – “Captain on the rowing boat”
The teacher leaders’ relations towards the teachers and their own teaching profession is characterized by a strong loyalty. They underlined that they were not leaders, but teachers leading change and development work amongst equals. Their responsibility was improvement work for everybody in the subject department, which meant that they first and foremost initiated and pushed learning processes forward. They expressed that they had responsibility for a group of teachers, and which was a small part of the school, as “captains on the rowing boat”.
In sum, the study shows that teachers leading peers in the local school is a strong tool for development and professional learning. Teachers leading teachers is a robust strategy concerning educational leadership. At the same time there is also a risk that traditions and norms being equals as peers undermine efforts of leadership.
ReferencesAlvehus, J., Eklund, S., & Kastberg, G. (2020). Organizing Professionalism – New Elites, Stratification and Division of Labor. Public organization review, 20(1), 163-177. https://doi.org/10.1007/s11115-018-00436-y
Day, C., & Grice, C. (2019). Investigating the Influence and Impact of Leading from the Middle: A School-based Strategy for Middle leaders in Schools. A research Report commissioned by The Association of Independent Schools Leadership Centre New South Wales.
De Nobile, J. (2018). Towards a theoretical model of middle leadership in schools. School Leadership & Management, 38(4), 395-416. https://doi.org/10.1080/13632434.2017.1411902
Grootenboer, P., Edwards-Groves, C., & Rönnerman, K. (2019). Understanding middle leadership: practices and policies. School Leadership & Management, 39(3-4), 251-254. https://doi.org/10.1080/13632434.2019.1611712
Harris, A., & Jones, M. (2017). Middle leaders matter: reflections, recognition, and renaissance. School Leadership & Management, 37(3), 213-216. https://doi.org/10.1080/13632434.2017.1323398
Harris, A., Jones, M., Ismail, N., & Nguyen, D. (2019). Middle leaders and middle leadership in schools: exploring the knowledge base (2003–2017). School Leadership & Management, 39(3-4), 255-277. https://doi.org/10.1080/13632434.2019.1578738
Helstad, K., & Abrahamsen, H. (2020). Leadership in Upper Secondary School: Exploring New Roles When Teachers Are Leaders. In L. Moos, E. Nihlfors, & J. M. Paulsen (Eds.), Re-centering the Critical Potential of Nordic School Leadership Research: Fundamental, but often forgotten perspectives (pp. 173-189). Springer International Publishing. https://doi.org/10.1007/978-3-030-55027-1_10
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Changing Practices, Changing Education (1st ed. 2014. ed.). Springer Singapore : Imprint: Springer.
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077
Lipscombe, K., Tindall-Ford, S., & Lamanna, J. (2021). School middle leadership: A systematic review. Educational Management Administration & Leadership, 0(0), 1741143220983328. https://doi.org/10.1177/1741143220983328
Møller, J., & Rönnberg, L. (2021). Critical perspectives in and approaches to educational leadership
in two Nordic countries J. In S. J. Courtney, H. Gunter, R. Niesche, & T. M. Trujillo (Eds.), Understanding educational leadership, critical perspectives and approaches. Bloomsbury Academic.
Noordegraaf, M. (2015). Hybrid professionalism and beyond: (New) Forms of public professionalism in changing organizational and societal contexts. Journal of professions and organization, 2(2), 187-206. https://doi.org/10.1093/jpo/jov002
Wenner, J. A., & Campbell, T. (2017). The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature. Review of Educational Research, 87(1), 134-171. https://doi.org/10.3102/0034654316653478
Wilkinson, J. (2017). Reclaiming education in educational leadership. In P. Grootenboer, C. Edwards-Groves, & S. Choy (Eds.), Practice theory perspectives on pedagogy and education: Praxis, diversity and contestation (pp. 231-241). Springer
26. Educational Leadership
Paper
Do Teachers Wish to Be Agents of Change?
Ahmet Aypay1, Murat Özdemir2, Yasin Avan3
1Nazarbayev University, Kazakhstan; 2Anadolu University, Türkiye; 3Ministry of National Education, Türkiye
Presenting Author: Aypay, Ahmet
Teachers have a pivotal role in all educational systems. What’s more, teachers and school administrators are the actual implementers of governmental laws and public policies as street-level bureaucrats (Aypay & Özdemir, 2022). Change projects ignoring this personal influence may harm most of the intended goals (Goodson, 2001). Fullan (1993) emphasizes that teachers who will be the change agents should have the capacity to create a personal vision, question, expertise and cooperate whether for a curriculum change or any kind of reform implementation. Patterson & Rolheiser (2004) also indicate that learning change and creating a culture of change may contribute to student achievement. Therefore, ministries of education should not exclude teachers from reform initiatives but consider them active stakeholders to embrace change (Philpott & Oates 2017). Previous research implies that teachers are not technicians who implement policy changes, but rather they respond diversely in different circumstances (Lasky, 2005; Tao & Gao, 2017). Therefore, it should be focused on how teachers can act within the framework of existing resources and conditions. Admittedly, it is not only a matter of structures but also the culture that will encourage the development of a shared knowledge base. Louis (2010) noted that effective knowledge utilization depends on sustained interaction and collaborative cultures where teachers could learn about and make sense of changes together.
It has been concluded that the active participation of teachers in change is the strongest variable that encourages a desirable organizational climate for teachers, as well as enables them to be open to change and develop positive feelings (Poppleton & Williamson, 2004). It is because the teacher is the only person who can implement any innovation that is the result of the change in the school and classroom environment (Fullan, 1991). Teachers take an active part in curriculum development studies in countries such as Scotland and the Republic of Cyprus (Erdem, 2020). Moreover, in countries such as Canada, teacher candidates are supported to become actors of change through teacher training programs by trying to improve their inner world with strategies such as thoughtfulness, reflective practices, questioning, and self-study (Fu & Clarke, 2017). However, it does not seem possible to state that teacher education programs in Türkiye inspire teacher candidates for such an ideal (Erdem, 2020). In addition, research findings imply that adaptation efforts remain insufficient since teachers working in public schools are not included in the change processes in Türkiye (Balyer & Kural, 2018). Therefore, teachers resist change due to their lack of knowledge about the change process, their unwillingness to take on new tasks, roles, and responsibilities, the fear of being harmed by change, the lack of school capacity, and the inability of school administrators to manage change (Helvacı, Çankaya & Bostancı, 2013). It could be asserted that Menlo & Collet’s (2015) assertion of “somehow, schools do not appear to be viewed as legitimate rich settings for teacher professional learning and development in school leadership” seems to be true for Türkiye as well.
Methodology, Methods, Research Instruments or Sources UsedThe main purpose of this study is to examine the expectations of teachers and school principals in Türkiye for teachers’ participation in change. By the way, it is hoped to reveal how the expectations of both groups affect the degree of teachers’ taking responsibility in their schools. The questionnaires developed for Menlo & Collet’s (2015) international project were chosen as the instrument of this survey study. After employing a back translation procedure, the questionnaires were administered to 272 teachers and 146 school administrators working at public schools in central Anatolia. It could be alleged that the demographics of the sample are consistent with the overall trends in Türkiye. To illustrate, 46% of teachers and 18% of administrators were females. Moreover, 45% of teachers and 29% of administrators were under 40. Two-thirds of teachers had up to ten years of professional seniority while more than 80% of administrators worked over ten years. All these indicate the young population of teachers and the male veteran dominance of school administrators in Türkiye. Additionally, one-third of teachers were primary school teachers while only one-fourth of administrators were assistant principals. And, half of both groups were working at schools with less than 200 students.
Conclusions, Expected Outcomes or FindingsWe estimated two primary indices namely administration and coordination (ACI), and classroom learning (CLI) based on the results of exploratory factor analysis. As the research data were normally distributed, parametric tests were conducted. According to independent samples t-test results, there are significant differences between teachers’ and school administrators’ opinions regarding teachers’ attitudes toward change (p<.01). Teachers’ CLI [X ̅=3.76, SD=.88], and ACI [X ̅=3.49, SD=.97] are higher than school administrators’ scores (CLI X ̅=3.31, SD=.78, and ACI X ̅=3.18, SD=.79). Both groups’ opinions on school administrators’ change leadership competencies also significantly differ, but in the opposite direction (p<.01). Teachers’ CLI [X ̅=3.72, SD=.97], and ACI [X ̅=3.72, SD=1.00] are lower than school administrators’ scores (CLI X ̅=4.15, SD=.66, and ACI X ̅=4.16, SD=.66). Multiple Linear Regression Analysis results yield that teachers’ ACI attitudes together with school administrators’ CLI and ACI competencies explain 72% of teachers’ CLI while teachers’ CLI attitudes together with school administrators’ CLI and ACI competencies are responsible for 74% of teachers’ ACI. Moreover, teachers’ CLI and ACI attitudes together with school administrators’ ACI competencies explain 85% of school administrators’ CLI while teachers’ CLI and ACI attitudes together with school administrators’ CLI competencies are responsible for 84% of school administrators’ ACI. Structural Equation Modelling results with an acceptable model fit reveal the mutual relationships between the components of teachers’ attitudes towards change and school administrators’ change leadership competencies.
The research results yielded that teachers and school administrators in Türkiye have different perspectives concerning the teachers’ desire to be agents of change. Although our data is consistent with the literature, the participating groups of educators seem to overestimate their share while underestimating the other’s role. The elucidation of contextual conditions seems to be a must to understand Turkish teachers’ desire to be agents of change.
ReferencesAypay, A. & Özdemir, M. (Eds.) (2022). Türk eğitim sistemi ve okul yönetimi / Turkish education system and school administration. Ankara: Nobel.
Balyer, A., & Kural, S. (2018). Teachers’ views on their roles in educational change process and their adaptation to these changes. Ondokuz Mayis University Journal of Education Faculty, 37(1), 63-80.
Erdem, C. (2020). A new concept in teacher identity research: Teacher agency. Adiyaman Univesity Journal of Educational Sciences, 10(1), 32-55.
Fu, G. & Clarke, A. (2017). Teacher agency in the Canadian context: Linking the how and the what. Journal of Education for Teaching, 43(5), 581-593. https://doi.org/10.1080/02607476.2017.1355046
Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
Fullan, M. G. (1993). Why teachers must become change agents. Educational leadership, 50, 12-12.
Goodson, I. F. (2001). Social histories of educational change. Journal of Educational Change. 2(1), 45-63.
Helvacı, M. A., Çankaya, İ., & Bostancı, A. B. (2013). Reasons and levels of teachers’ resistance to change at schools according to inspectors’ perspectives. Journal of Theoretical Educational Science, 6(1), 120-135.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916. doi:10.1016/j.tate.2005.06.003
Louis, K. S. (2010). Better schools through better knowledge? New understandings, new uncertainties, in A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds), Second international handbook of educational change (pp. 3-27). Dordrecht: Springer.
Menlo, A., & Collet, L. (Eds.). (2015). Do teachers wish to be agents of change?: Will principals support them? Rotterdam: Sense Publishers
Patterson, D. & Rolheiser C. (2004). Creating a culture of change. Journal of Staff Development. 25(2), 1-4.
Philpott, C. & Oates, C. (2017) Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?, Professional Development in Education, 43(3), 318-333, DOI: 10.1080/19415257.2016.1180316
Poppleton, P., & Williamson, J. (Eds.). (2004). New realities of teachers’ work lives: An international comparative study of the impact of education change. Oxford, England: Symposium Books.
Tao, J. & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63, 346-355. http://dx.doi.org/10.1016/j.tate.2017.01.010
26. Educational Leadership
Paper
Teacher Leadership Capability and Narrative Methodology – Implications for a Potential Professional Development Model
Elena Seghedin, Ovidiu Gavrilovici
Alexandru Ioan Cuza University from Iasi
Presenting Author: Seghedin, Elena;
Gavrilovici, Ovidiu
Our paper is related to a theoretical and empirical research about Educational Leadership. Being a part of an Erasmus plus Strategic Partnership during 2019 and 2021, we had the opportunities to achieve some goals about this important issue for Education Systems worldwide.
ENABLES (European Arts-Based Development of Distributed Leadership and Innovation in Schools) Project aims to strengthen collaborative leadership of innovation in schools by developing and disseminating innovative methods of arts-based and embodied collaborative leadership development. As part of the ENABLES project, a total of five European countries (UK, Finland, Latvia, Romania and Austria) have been working together since November 2019 to develop, test and reflect on the use of new approaches in the field of art-based and bodily methods to promote distributive leadership. All five institutional partners developed an Action Research Trial under the coordination of UK Leadership Institute of Hertfordshire University.
The objectives of the project were to strengthen distributed leadership in schools, including both teacher leadership and student leadership, and to promote democratic practice that enables teachers, senior leaders and other stakeholders in schools to lead innovation collaboratively.
Our project has done this by enhancing the practice and understanding of innovative forms of leadership development that apply arts-based approaches to such development which facilitate self-learning through critical exploration of the creative and affective dimensions of leadership and leadership development.
Like a common starting point, all the institutional partners contributed to a Literature review starting from the main ideas and key words about Leadership in Education field. For the empirical part, the project had a specific framework based on the following applicative ideas (same for all partners): to enhance understanding and application of the value of arts-based approaches in the development of distributed leadership, including teacher and student leadership, in schools; to help policy-makers, student teachers from universities and practitioners concerned with such leadership development to gain confidence in the use of arts-based approaches; to generate research-based examples of a range of effective arts-based approaches; to examine commonalities and differences in differing national and cultural contexts in Europe, and the potential for arts-based approaches to facilitate transnational leadership development; to create an online resource for arts-based development of distributed leadership and teacher leadership in schools; to engage with national and European policy and practitioner networks to disseminate the online resource.
Mainstream leadership development often focuses only on leaders themselves and existing models that purport to help these individuals become better at leading. However, this sort of leader development (as opposed to leadership development) is questionable with regard to efficiency and effectiveness. We argue here that this may be due to a lack of acknowledgement of leaders’ (and followers’) implicit leadership theories in the context of leader and leadership development.
We start our work in this project and our Trial design from the main Leadership models which are connected with the Educational practice, thinking that leadership has an essentialist orientation that characterizes the leader behavior, leader communication or follower dependency.
We intended to apply, test and evaluate narrative-based and embodied learning approaches to developing Distributed Leadership Capability.
The goal of our work is to present the design and some of the results of our Action Research Trial - Romanian Narrative Research Trial, which included three practical workshops conducted with teachers - a range of school-based leaders (including MA students) between November 2020 – March 2021.
Methodology, Methods, Research Instruments or Sources UsedUnder the framework of Distributive Leadership, and using the ideas of democratic leadership, the Trials aim was to apply, test and evaluate innovative arts-based and embodied learning approaches to developing distributed leadership in schools. Action research Romanian Trial had some specific objectives under the frame of the utility of the Narrative Methodology on the Personal and Professional Development processes; our Trial aims to evaluate the impact of the Narrative Approach Methods to developing the distributed leadership (individual and group/organisational level).
The Design included three training workshops, on a virtual meetings sesions (being on a COVID pandemic time) from November 2020 to March 2021; the Reflective Evaluation Meeting was in April 2021.
Between the training sesions and the Definitional Ceremony for celebrating what we had learned, we collect participants works – reflective writting, individual and teams journals, we made some interviews with 4-5 participants for each workshop.
Participants: 76 persons - school teachers, school principals, school inspectors, school psychologists, MA students in Policy and Management in Education
We decided to use the following Narrative Methods: Tree of Professional Life (adaptation of the Tree of Life); Something Meritorious; Caring for those who care; A Magical Day and the Definitional Ceremony (the last one, which was used like a reflective/narrative formative evaluation technique.
Were used literary art instruments: creative writing and artistic expression – drawing and, for the post-training workshops we used the reflective journals and vignettes techniques.
There were several challenges due to the move of workshop activities from the on-site environment to the online environment. The classes were held in the evening, after the participants finished their jobs. They were tired still everyone got involved in the activities. The activities in pairs (the exercise “Something of Merit”) was carried out in the virtual room, still, the face-to-face communication could have brought more details about the participants' feelings, the connection among them would have been deeper. The participants who were not able to share their reflections (even they want very much to share!!!) had the possibility to send their thoughts via email. Methods have been adjusted for online facilitation - brief presentations with Power point support. The reflective exposure times of the participants was substantially reduced; thus, appeared the need to receive reflections, follow-up topics, via email a few days after the workshop.
Learning became visible and participants make knowledge explicit, explore its applicability to other contexts and transform it into a shared resource.
Conclusions, Expected Outcomes or FindingsOur narrative methods constructed collaborative spaces where constraints of hierarchy are minimized and agency, reflexivity and development of personal and collaborative intentions by participants are facilitated. We used two levels of data interpretation:
a. Participant assessment of learning: Reflective journals and Three input essay; an assessment instrument completed individually and collectively, before and after the trial, to assess the attitudes, knowledge and capacity in relation to the practice of distributed leadership. b. Participant assessment of the experience: Three input essay: their experience of narrative approaches and their confidence in using such methods in future leadership development activities with others.
To assess the experience, challenges and progress we had two moments of evaluation: during the workshops and on a final meeting. We were interested to see if there are increasing values on achieving new knowledge, awareness and embodied learning that strengthen capacity for distributed leadership.
Our approach was more discursively oriented: we used aesthetic narrative positivism connected with the training methods, which undertook utilitarian as well as critical method for search leadership capabilities. We examined participants on both status – leader and follower, using implicit narratives of their lived experiences of leadership in their organizational settings and their own perspectives about their abilities to lead. Almost all participants identified positive affect.
Evaluation instruments were informed by King’s (2014) professional development and Frost and Durrant’s (2002) teacher-led impact evaluation frameworks, with particular attention to ‘experience’, ‘learning’ and ‘degree and quality of change’, and generate quantitative and qualitative multi-media data (visual, digital, textual) and experiential vignettes (Ammann, 2018).
Based on the results, we critically reflect upon implications for leadership learning (and development) and argue that implicit leadership theories in connection with Narrative Approach can provide a valuable starting point for leadership development and an important resource for teacher training activities.
References[1]Woods, P.A. and Roberts, Amanda, "Collaborative school leadership in a global society: A critical perspective”, Educational Management Administration & Leadership, vol 2/ February 2018.
[2]Møller, J. and Schratz, M., "Leadership Development in Europe”. In: Lumby J, Crow G and Pashiardis P (eds), International Handbook on the Preparation and Development of School Leaders. London: Routledge, 2008, pp. 340-343.
[3]Schyns, B., et al. "New ways to leadership development: A picture paints a thousand words." Management Learning 44(1), pp.11-24, 2013
[4]Gavrilovici, O. și Cehan, I. D., "Narrative approaches in preschool counseling”. În E. Seghedin și G.-A. Masari (Coord.), Knowledge based society teaching profession challenges, pp. 265-278, Iași: Institutul European, 2013
[5]White, M., Maps of narrative practice. New York: Norton, 2007
[6]Damiani, J., Haywood Rolling Jr, J., Douglas Wieczorek. Rethinking leadership education: narrative inquiry and leadership stories, Reflective Practice, 18:5, pp. 673-687, Routledge , Taylor and Francis Group, 2017
[7]Frost, D. The Concept of ‘Agency’ in Leadership for Learning. Leading & Managing 12(2) pp 19-28, 2006
[8]Frost, D. (2011a) Supporting teacher leadership in 15 countries: International Teacher Leadership project, Phase 1 - A Report, Cambridge: University of Cambridge Faculty of Education.
[9]Parry, K. and Kempster S. "Love and leadership: Constructing follower narrative identities of charismatic leadership." Management Learning 45(1), pp. 21-38, 2014.
[10]Frost, D. (ed) (2017) Empowering Teachers as Agents of Change: Enabling a non-positional approach to teacher leadership. Cambridge: Leadership for Learning: The Cambridge Network.
[11]Gavrilovici, O. (2015). Narrative approach in educational management and leadership: „The professional narrative identity development program” for school counselors in Iasi County, Romania. In Slavica Ševkušic, Jelena Radišic, Dušica Malinic (Eds.). Challenges and dilemmas of professional development of teachers and leaders in education. Conference proceedings. (pp. 318-322). Belgrade: Institute for Educational Research & Institute for the Improvement of Education. ISBN: 978-86-7447-126-5
[12]Gross, S. and Shapiro, J. (eds) (2015) Democratic Ethical Educational Leadership: Reclaiming School Reform. London: Routledge.
[13]Gronn, P. (2002) Distributed leadership as a unit of analysis. Leadership Quarterly 13 (4): 423-451.
[14]Seghedin, Elena, (2014 ) From the Teachers professional Ethics to the Personal Professional Responsibility în Acta Didactica Napocensia, 7(4)2014. “Babes-Bolyai”University Press. Cluj-Napoca. (ISSN 2065-1430). http://adn.teaching.ro
[15]Seghedin, Elena, Rotaru, Anca (2018), Teachers emotional capability between goal and reality, in vol Journal of Innovation in Psychology, Education and Didactics, nr.22, vol 2/2018, http://www.jiped.ub.ro/index.php/archives/2605
|
