A case study of english teachers’ classroom leadership skills.
Leadership skills have been found to create improvement in different contexts. There have been many studies inquiring about the impact of leadership in different knowledge areas. Despite that, it seems as though no studies address the role of leadership skills in teachers in the classroom. This case...
- Autores:
-
Villera Herrera, Karen Andrea
Pinto Lucas, Ángela María
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.unicordoba.edu.co:ucordoba/2754
- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2754
- Palabra clave:
- Liderazgo
Habilidades de liderazgo
Liderazgo docente en el salón de clases
Leadership
Leadership skills
Teacher leadership inside the classroom
- Rights
- restrictedAccess
- License
- Copyright Universidad de Córdoba, 2020
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A case study of english teachers’ classroom leadership skills. |
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A case study of english teachers’ classroom leadership skills. |
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A case study of english teachers’ classroom leadership skills. Liderazgo Habilidades de liderazgo Liderazgo docente en el salón de clases Leadership Leadership skills Teacher leadership inside the classroom |
| title_short |
A case study of english teachers’ classroom leadership skills. |
| title_full |
A case study of english teachers’ classroom leadership skills. |
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A case study of english teachers’ classroom leadership skills. |
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A case study of english teachers’ classroom leadership skills. |
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A case study of english teachers’ classroom leadership skills. |
| dc.creator.fl_str_mv |
Villera Herrera, Karen Andrea Pinto Lucas, Ángela María |
| dc.contributor.advisor.spa.fl_str_mv |
Aguas Castillo, Pedro |
| dc.contributor.author.spa.fl_str_mv |
Villera Herrera, Karen Andrea Pinto Lucas, Ángela María |
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Liderazgo Habilidades de liderazgo Liderazgo docente en el salón de clases |
| topic |
Liderazgo Habilidades de liderazgo Liderazgo docente en el salón de clases Leadership Leadership skills Teacher leadership inside the classroom |
| dc.subject.keywords.eng.fl_str_mv |
Leadership Leadership skills Teacher leadership inside the classroom |
| description |
Leadership skills have been found to create improvement in different contexts. There have been many studies inquiring about the impact of leadership in different knowledge areas. Despite that, it seems as though no studies address the role of leadership skills in teachers in the classroom. This case study describes the leadership skills of three secondary English teachers and how they use those skills in the classroom. Data includes semi-structured interviews, and focus group. Findings revealed that teachers have at least four of the five specific skills indicated in the theoretical framework. Moreover, it was disclosed that teachers use their leadership skills to stimulate students to become active learners, participate and be motivated; to create a relationship of mutual understanding, to be guidance, and reinforce cooperative learning. |
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2020 |
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2020-06-04T00:20:06Z |
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2020-06-02 |
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eng |
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Abbas, W. & Asghar, I. (2010). The role of leadership in organizational change: relating the successful organizational change to Visionary and Innovative Leadership. (Master’s Thesis). University of Gavle. Andersen, J. F., Norton, R. W., & Nussbaum, J. F. (2009). Three investigations exploring relationships between perceived teacher communication behaviors and student learning. Communication Education, 30(4), 377-392. https://doi.org/10.1080/03634528109378493 Arbués, E., & Ibarrola-García, S. (2014). Leadership in Teachers: a requirement for employability. Procedia - Social and Behavioral Sciences, 139, 472–478. doi:10.1016/j.sbspro.2014.08.046 Artificio, A. (2018). Leadership skills definition & glossary of terms. Retrieved from https://www.makingbusinessmatter.co.uk/leadership-skills-definition/ Asan, O. & Montague, E. (2014). Using video-based observation research methods in primary care health encounters to evaluate complex interactions. Inform Prim Care, 21(4), 161-170. doi: 10.14236/jhi.v21i4.72 Balgobind, V. (2002). The impact of transformational leadership on subordinate job satisfaction. (Doctoral dissertation). University of South Africa. Pretoria, South Africa. Bandura, A. (1986). Social Foundations of Thought and Action (Engle- wood Cliffs, NJ, Prentice Hall). Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2006), 77-101. doi: 101191.1478088706qp063oa Cohen, H. (2017). Benefits of leadership. Retrieved from http://www.leadershipexpert.co.uk/benefits-leadership.html Commitment. (n.d). In Cambridge Advanced Learner's Dictionary & Thesaurus. Retrieved from: https://dictionary.cambridge.org/us/dictionary/english/commitment Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications, Inc. Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD. Development, 17(3), 347-370. Devaney, K. (1987). As cited by Gerkhe, N. (1991). Developing teachers' leadership skills. Eric digest, ED330691. Retrieved from: https://files.eric.ed.gov/fulltext/ED330691.pdf Dunne, T.C., Aaron, J. R., McDowell, W. C., Urban, D. J., & Geho, P. R. (2016). The impact of leadership on small business innovativeness. Journal of Business Research, 69(11), 4876-4881. doi:10.1016/j.jbusres.2016.04.046 Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Professional Development in Education, 38(2), 205−227. Fulmer, R. M., & Goldsmith, M. (2000). The leadership investment: how the world’s best organizations gain strategic advantage through leadership development. New York: AMACON. Gibbs, A. (1997). Focus groups. Social research UPDATE, issue 19 Gürbüz, F., & Özdaşli, K. (2013). A research on the impact of leadership style preferences of teachers on their teaching strategies. Procedia - Social and Behavioral Sciences, 106, 207-222. Heathfield, S. (2019). What is team building? Retrieved from: https://www.thebalancecareers.com/what-is-team-building-1918270 Horth, D. & Buchner, D. (2014). Innovation leadership. Retrieved from: https://www.ccl.org/wp-content/uploads/2015/04/InnovationLeadership.pdf http://search.ebscohost.com/login.aspx?direct=true&;AuthType=shib&;db=eric&;AN=EJ1207463&;site=eds-live. Accessed May 26, 2020. Jacelon, C. S., & O’dell, K. K. (2005). Analysing qualitative data. Urologic Nursing, 25(3), 217-220. Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Newbury Park, CA: Corwin Press. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. England: NCSL. Longhurst, R. (2010). Semi-structured interviews and focus groups. In N. Clifford, G. Valentine & S. French. (Eds.) Key methods in geography. (pp. 103-130), Thousand Oaks, CA: SAGE publications Inc. Luthra, A., & Dahiya, R. (2015). Effective leadership is all about communicating effectively: connecting leadership and communication. International Journal of Management & Business Studies, 5(3), 43-48. Lynch, M., & Strodl, P. (1991, February). Teacher leadership: Preliminary development of a questionnaire. Paper presented at the annual conference of the Eastern Educational Research Association, Boston. MA. Martin, B. N., Crossland, B., & Johnson, J. A. (2001). Is there a connection: teacher empowerment, teachers' sense of responsibility, and students' success? Paper presented at the Annual Meeting of the Mid-South Educational Research Association 30th, Little Rock, AR. Retrieved from https://files.eric.ed.gov/fulltext/ED460116.pdf Michou, A., Mouratidis, A., Ersoy, E., & Uğur, H. (2016). Social achievement goals, needs satisfaction, and coping among adolescents. Personality and Individual Differences, 99, 260-265. doi:10.1016/j.paid.2016.05.028 Morgan, D. L. (1996). Focus groups. Annual review of sociology, 22: 129-152. Mullen CA, Browe-Ferrigno T. Teacher Leadership and Teaming: Creativity within Schools in China. Research in Educational Administration & Leadership. 2018;3(2):231-236. Ngang, T. K. (2012). A comparative study on teacher leadership in special education classroom between China and Malaysia. Procedia - Social and Behavioral Sciences, 31, 231–235. doi:10.1016/j.sbspro.2011.12.047 Parke, J., & Griffiths, M. (2008). Participant and non-participant observation in gambling environments. Enquire, 1(1), 1-14. Peleg, S. (2012). The role of leadership on the education system. Education Journal, 1(1), 5-8. doi:10.11648/j.edu.20120101.12 Prieto, B. (2013). Establishing and building leadership skills. Leadership and Management in Engineering, 13(3). doi: 10.1061/(ASCE)LM.1943-5630.000023 Ramsden, Paul (1998). Managing the Effective University. Higher Education Research and Development, 17(3), 347-370. Sandford, H. (2013). Want to improve teaching? Listen to students. Retrieved from https://www.huffpost.com/entry/want-to-improve-teaching_b_3342521 Sathye, M. (2004). Leadership in higher education: a qualitative study. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research 5(3), 1-11. Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J.M. & Bakker, A. (2016) Effects of innovative science and mathematics teaching on student attitudes and achievement: a meta analytic study. Educational Research Review, 19(2016), 158-172. https://doi.org/10.1016/j.edurev.2016.07.003 Shuffler, M. L., DiazGranados, D., & Salas, E. (2011). There's a science for that: team development interventions in organizations. Current Directions in Psychological Science, 20(6), 365–372. doi: 10.1177/0963721411422054 Smith, S. (2010). What is Leadership? Retrieved from https://stevenmsmith.com/what-is-leadership/ Sokola, A., Gozdeka, A., & Figurska, I. (2015). The importance of teacher leadership in shaping the creative attitudes of students. Procedia - Social and Behavioral Sciences, 197, 1976 – 1982 doi: 10.1016/j.sbspro.2015.07.569 Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237-246. United States Army. (1983). Military leadership (FM 22-100). Washington, DC: U.S. Government Printing Office. Wadud, E. (2019). Building and Sustaining Commitment. Retrieved from: https://ctb.ku.edu/en/table-of-contents/leadership/leadership-functions/build-sustain-commitment/main Wang, L. H., Gurr, D., & Drysdale, L. (2016). Successful school leadership: case studies of four Singapore primary schools. Journal of Educational Administration, 54(3), 270–287. doi:10.1108/jea-03-2015-002 Woods, N. F., & Catanzaro, M. (1988). Nursing research: theory and practice. St. Louis, MO: Mosby, Inc. Wootten, R. (2015). 7 Characteristics of an innovative educator. Retrieved from: https://www.wabisabilearning.com/blog/7-characteristics-of-an-innovative-educator Yaacob, W.S.W., & Don, Y. (2018) Teacher leadership model: Roles and values. Journal of Pedagogical Research, 2(2), 112-121. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage. Zhang, Q., Siribanpitak, P., & Charoenkul, N. (2018). Creative leadership strategies for primary school principals to promote teachers’ creativity in Guangxi, China. Kasetsart Journal of Social Sciences. doi:10.1016/j.kjss.2018.08.00 Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. doi:10.4304/jltr.1.1.81-83 |
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Aguas Castillo, Pedroe103202f-02a6-4974-aa2f-5f8c8b332258-1Villera Herrera, Karen Andrea17a49f47-c395-4f1a-be3f-3bcba53e7f3f-1Pinto Lucas, Ángela Maríaa0f8b946-69f3-43fd-9f11-dcf96a89ac67-1Montería, Córdoba2020-06-04T00:20:06Z2020-06-04T00:20:06Z2020-06-02https://repositorio.unicordoba.edu.co/handle/ucordoba/2754Leadership skills have been found to create improvement in different contexts. There have been many studies inquiring about the impact of leadership in different knowledge areas. Despite that, it seems as though no studies address the role of leadership skills in teachers in the classroom. This case study describes the leadership skills of three secondary English teachers and how they use those skills in the classroom. Data includes semi-structured interviews, and focus group. Findings revealed that teachers have at least four of the five specific skills indicated in the theoretical framework. Moreover, it was disclosed that teachers use their leadership skills to stimulate students to become active learners, participate and be motivated; to create a relationship of mutual understanding, to be guidance, and reinforce cooperative learning.1.Introduction................................................................................................................................................................................... 12. Theoretical Framework .......................................................................................................................................................32.1 Conceptual Framework ......................................................................................................................................................32.1.1 Leadership ................................................................................................................................................................................. 32.1.2 Leadership skills ..................................................................................................................................................................42.1.3 Teacher leadership .......................................................................................................................................................... 62.1.4 Teacher leadership in the classroom .................................................................................................................... 72.2 Literature Review ...................................................................................................................................................................73. Methodology ...............................................................................................................................................................................103.1 Type of study .............................................................................................................................................................................103.2 Context and Participants ...............................................................................................................................................113.3 Data Collection Procedures ...........................................................................................................................................113.4 Data Analysis ............................................................................................................................................................................124. Findings ......................................................................................................................................................................................144.1 Specific leadership skills found ....................................................................................................................................144.1.1 Strong communication ...................................................................................................................................................144.1.2 Active listening ......................................................................................................................................................................154.1.3 Innovation ..................................................................................................................................................................................164.1.4 Teamwork .................................................................................................................................................................................164.1.5 Commitment ...........................................................................................................................................................................174.2 Teachers’ use of leadership skills .................................................................................................................................174.2.1 Learners’ stimulation .........................................................................................................................................................184.2.2 Mutual Understanding ...................................................................................................................................................184.2.3 Guidance ...................................................................................................................................................................................194.2.4 Cooperative Learning ......................................................................................................................................................205. Discussion .......................................................................................................................................................................................216. Conclusions ...................................................................................................................................................................................237. References ........................................................................................................................................................................................268. Appendixes .....................................................................................................................................................................................338.1 Appendix A ....................................................................................................................................................................................338.2 Appendix B ..................................................................................................................................................................................368.3 Appendix C ...................................................................................................................................................................................57Se ha descubierto que las habilidades de liderazgo generan mejoras en distintos contextos. Muchos estudios han sido realizados sobre el impacto del liderazgo en las diferentes áreas del conocimiento. Sin embargo, estos no abordan el papel que las habilidades de liderazgo tienen en los maestros dentro del salón de clases. El presente estudio de caso describe las habilidades de liderazgo de tres profesores de inglés de secundaria y cómo usan estas habilidades en el aula de clases. Los datos incluyen entrevistas semi-estructuradas y un grupo focal. Los resultados revelaron que los maestros tienen al menos cuatro de las cinco habilidades específicas mencionadas en el marco teórico. Además, se reveló que los maestros usan sus habilidades de liderazgo para estimular a los estudiantes a convertirse en aprendices activos, participar y motivarse; crear una relación de entendimiento mutuo, ser una guía y reforzar el aprendizaje cooperativo.PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésapplication/pdfengCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_16ecA case study of english teachers’ classroom leadership skills.Trabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Abbas, W. & Asghar, I. (2010). The role of leadership in organizational change: relating the successful organizational change to Visionary and Innovative Leadership. (Master’s Thesis). University of Gavle.Andersen, J. F., Norton, R. W., & Nussbaum, J. F. (2009). Three investigations exploring relationships between perceived teacher communication behaviors and student learning. Communication Education, 30(4), 377-392. https://doi.org/10.1080/03634528109378493Arbués, E., & Ibarrola-García, S. (2014). Leadership in Teachers: a requirement for employability. Procedia - Social and Behavioral Sciences, 139, 472–478. doi:10.1016/j.sbspro.2014.08.046Artificio, A. (2018). Leadership skills definition & glossary of terms. Retrieved from https://www.makingbusinessmatter.co.uk/leadership-skills-definition/Asan, O. & Montague, E. (2014). Using video-based observation research methods in primary care health encounters to evaluate complex interactions. Inform Prim Care, 21(4), 161-170. doi: 10.14236/jhi.v21i4.72Balgobind, V. (2002). The impact of transformational leadership on subordinate job satisfaction. (Doctoral dissertation). University of South Africa. Pretoria, South Africa.Bandura, A. (1986). Social Foundations of Thought and Action (Engle- wood Cliffs, NJ, Prentice Hall).Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The qualitative report, 13(4), 544-559.Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2006), 77-101. doi: 101191.1478088706qp063oaCohen, H. (2017). Benefits of leadership. Retrieved from http://www.leadershipexpert.co.uk/benefits-leadership.htmlCommitment. (n.d). In Cambridge Advanced Learner's Dictionary & Thesaurus. Retrieved from: https://dictionary.cambridge.org/us/dictionary/english/commitmentCreswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications, Inc.Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD. Development, 17(3), 347-370.Devaney, K. (1987). As cited by Gerkhe, N. (1991). Developing teachers' leadership skills. Eric digest, ED330691. Retrieved from: https://files.eric.ed.gov/fulltext/ED330691.pdfDunne, T.C., Aaron, J. R., McDowell, W. C., Urban, D. J., & Geho, P. R. (2016). The impact of leadership on small business innovativeness. Journal of Business Research, 69(11), 4876-4881. doi:10.1016/j.jbusres.2016.04.046Frost, D. (2012). From professional development to system change: teacher leadership and innovation. Professional Development in Education, 38(2), 205−227.Fulmer, R. M., & Goldsmith, M. (2000). The leadership investment: how the world’s best organizations gain strategic advantage through leadership development. New York: AMACON.Gibbs, A. (1997). Focus groups. Social research UPDATE, issue 19Gürbüz, F., & Özdaşli, K. (2013). A research on the impact of leadership style preferences of teachers on their teaching strategies. Procedia - Social and Behavioral Sciences, 106, 207-222.Heathfield, S. (2019). What is team building? Retrieved from: https://www.thebalancecareers.com/what-is-team-building-1918270Horth, D. & Buchner, D. (2014). Innovation leadership. Retrieved from: https://www.ccl.org/wp-content/uploads/2015/04/InnovationLeadership.pdf http://search.ebscohost.com/login.aspx?direct=true&;AuthType=shib&;db=eric&;AN=EJ1207463&;site=eds-live. Accessed May 26, 2020.Jacelon, C. S., & O’dell, K. K. (2005). Analysing qualitative data. Urologic Nursing, 25(3), 217-220.Katzenmeyer, M., & Moller, G. (2001). Awakening the sleeping giant: Helping teachers develop as leaders. Newbury Park, CA: Corwin Press.Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. England: NCSL.Longhurst, R. (2010). Semi-structured interviews and focus groups. In N. Clifford, G. Valentine & S. French. (Eds.) Key methods in geography. (pp. 103-130), Thousand Oaks, CA: SAGE publications Inc.Luthra, A., & Dahiya, R. (2015). Effective leadership is all about communicating effectively: connecting leadership and communication. International Journal of Management & Business Studies, 5(3), 43-48.Lynch, M., & Strodl, P. (1991, February). Teacher leadership: Preliminary development of a questionnaire. Paper presented at the annual conference of the Eastern Educational Research Association, Boston. MA.Martin, B. N., Crossland, B., & Johnson, J. A. (2001). Is there a connection: teacher empowerment, teachers' sense of responsibility, and students' success? Paper presented at the Annual Meeting of the Mid-South Educational Research Association 30th, Little Rock, AR. Retrieved from https://files.eric.ed.gov/fulltext/ED460116.pdfMichou, A., Mouratidis, A., Ersoy, E., & Uğur, H. (2016). Social achievement goals, needs satisfaction, and coping among adolescents. Personality and Individual Differences, 99, 260-265. doi:10.1016/j.paid.2016.05.028Morgan, D. L. (1996). Focus groups. Annual review of sociology, 22: 129-152.Mullen CA, Browe-Ferrigno T. Teacher Leadership and Teaming: Creativity within Schools in China. Research in Educational Administration & Leadership. 2018;3(2):231-236.Ngang, T. K. (2012). A comparative study on teacher leadership in special education classroom between China and Malaysia. Procedia - Social and Behavioral Sciences, 31, 231–235. doi:10.1016/j.sbspro.2011.12.047Parke, J., & Griffiths, M. (2008). Participant and non-participant observation in gambling environments. Enquire, 1(1), 1-14.Peleg, S. (2012). The role of leadership on the education system. Education Journal, 1(1), 5-8. doi:10.11648/j.edu.20120101.12Prieto, B. (2013). Establishing and building leadership skills. 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