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Sustainable Teacher Leadership

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Webber, C .  F . ( 2021 ).  Research in Educational Administration & Leadership :  Sustainable Teacher Leadership  , page  277 – 311 This report describes how teacher leadership is represented in the official documentation of key educational stakeholders in Alberta, Canada. Six themes emerged from the researchers’ document analysis: foundational understandings; student diversity; innovative curriculum and student engagement; community engagement; 21 st   century competencies; and reflection and professional learning. Analysis of the idealized themes resulted in the identification of issues that may challenge teacher leaders. It is unlikely that teacher leaders can demonstrate competence in every theme area. Teacher leaders must necessarily prioritize some professional commitments in order to work sustainably. Several considerations were derived from the inherent tensions. The considerations were used to derive a composite profile of teacher le...
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The Impact of Leadership Styles of School Administrators on Affecting Teacher Effectiveness

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  Saowanee Sirisookslip   , Wallapha Ariratana a  ,Tang Keow Ngang  (2015).   Procedia - Social and Behavioral Sciences :  The Impact of Leadership Styles of School Administrators on Affecting Teacher Effectiveness , page 1032-1037 Abstract Currently, most of the administrators are facing problems of applying suitable leadership style in their administration, reported by the Educational Work Unit. Therefore, applying suitable leadership may assist administrators to solve the confusion due to the overlapping of work occurred in work practice, administration, and ordering or commanding among the top level of management team work unit. The Path-Goal Theory was used as the main theory to support this study. The objectives of this study were to investigate the leadership styles of school administrators that affecting teacher effectiveness. This study employed quantitative method survey design using questionnaire as an instrument. Simple random sampling te...
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