Leadership des enseignants

Le leadership des enseignants (teacher leadership) fait partie d'un ensemble plus général du leadership scolaire et du leadership pédagogique. L'enseignant leader "conteste le statu quo" parmi les pratiques courantes de l'enseignement. Le changement et le développement organisationnel sont améliorés lorsque le leadership est généralisé, c'est à dire quand les enseignants ont la possibilité de collaborer et de participer activement au changement scolaire et à l'innovation pédagogique.

Le leadership entrepreneurial et pédagogique des enseignants

Les enseignants peuvent être vus comme des "agences" ou des entrepreneurs, selon la terminologie de l'analyse économique dont la tâche primordiale est de proposer une bonne éducation, si ce n'est de l'améliorer. Cette agence est en relation avec une autorité locale, communautaire, municipale, régionale, nationale ou supra-nationale. Ils font preuve d'esprit d'entreprise avec si possible un leadership entrepreneurial.

Trois principes cardinaux gouvernent au fonctionnement du leadership d'enseignant :

• la responsabilité d'une autonomie professionnelle,
• la prise en charge effective de leur responsabilité mutuelle
• la collaboration transversale.

Les enseignants travaillent à la fois individuellement et également de concert avec d'autres enseignants afin d'améliorer leurs enseignements. Ce leadership d'enseignant s'identifie donc à un leadership transformationnel où ils sont des moteurs principaux d'amélioration tandis que les instituts de leur formation ou les principes gouvernementaux et administratifs insistent généralement plus sur leur formation pédagogique propre. Un changement réel dans la vision du leadership d'enseignement se produit lorsque les enseignants sont pleinement engagés comme agents actifs dans le processus de la recherche et du développement pédagogique.

Quelquefois le leadership des enseignants passe par l'innovation et la créativité (leadership créatif) en utilisant des formes de pédagogie plus accessibles à leurs élèves. Par exemple, dans le domaine du management, les films et les pièces de théâtre sont des éléments très instructifs pour faire passer un message ou une connaissance tacite.

Le leadership des enseignants sur leurs pairs

Le leadership des enseignants ne se confine pas à des relations leader-suiveur entre eux-mêmes et leurs élèves. Ils exercent aussi une influence sur leurs collègues. Les enseignants sont des leaders transformationnels lorsqu'ils adoptent des comportements tels que la communication d'une vision convaincante (leadership visionnaire), la transmission d'objectifs assimilable à des critères atteignables d'une haute performance, la modélisation de leur rôle de leader et par la projection vers autrui de la confiance qu'ils ont en eux et par l'expression de celle-ci dans les capacités des autres collègues pour qu'ils atteignent leurs objectifs.

L'enseignant leader stimule intellectuellement ses collègues en les encourageant à prendre des risques intellectuels, à réexaminer les hypothèses, en regardant leur travail à partir de différents points de vue, en repensant la façon dont le travail peut être réalisé. Et par ailleurs il adopte un leadership appréciatif avec un questionnement appréciatif, une réflexion critique, une dissection analytique et un sens du discernement plus élevé.

L'enseignant leader fournit un soutien et une considération individualisés en connaissant les besoins de ses "suiveurs" et en les élevant à des niveaux plus matures. Il utilise parfois la technique de la délégation pour permettre l'émergence d'opportunités à ses protégés afin qu'ils atteignent des normes plus élevées de développement. Cet ensemble de comportements confère du respect du chef de file pour ses collègues et des préoccupations au sujet de leurs sentiments et de leurs besoins personnels (compréhension émotionnelle et soutien).

Les enseignants leaders mettent l'accent à la fois sur le but collectif et sur un objectif individualisé. Les enseignants charismatiques engendrent parmi leurs collègues des niveaux exceptionnellement élevés de confiance, de loyauté, de respect et d'engagement. Mais certains de ces résultats dépendent de la nature du leadership charismatique : un charisme socialisé ou personnel. Les enseignants charismatiques et socialisés sont également transformationnels. C'est-à-dire qu'ils aident à apporter des améliorations souhaitables dans l'organisation. Ils acquièrent l'engagement de leurs collègues à travers la nature convaincante de leur vision et de leurs idées, ainsi que leur réelle préoccupation pour leur bien-être. Les enseignants charismatiques personnalisés sont peu sensibles à la transformation pédagogique de leurs collègues. Ils peuvent, pas exemple, avoir une stature charismatique en vertu de leurs qualités personnelles attrayantes. Mais ils sont proches d'un leadership machiavélien, voire toxique lorsqu'ils tentent de servir leurs propres intérêts et qu'ils ont besoin de leurs collègue pour obtenir plus de pouvoir.

Les contraintes de la répartition du leadership entre les enseignants

Bien qu'a priori le leadership réparti entre les enseignants soit souhaitable, une certaine prudence doit être appliquée à ce dogme du fait des difficultés potentielles. Des enseignants leaders, nommés officiellement par la direction de l'école ou par un organe supérieur, n'impliquent pas automatiquement le respect et l'autorité. Mais il est un fait encore plus crédible que des leaders enseignants informels peuvent être particulièrement vulnérables à leur absence d'autorité formelle.

Lorsque le leadership est distribué en fonction de certaines expertises il n'est pas certain que les difficultés liées à l'évaluation et aux ambiguïtés entourant le processus d'évaluation ne fassent pas émerger un défi à la distribution du leadership par certains contestataires. De plus, la nomination des enseignants leaders par des collègues peut ne pas concrétiser une expertise potentielle au sein du groupe, car les collègues peuvent choisir leur leader en utilisant d'autres critères que l'expertise. Il serait naïf d'ignorer les principaux obstacles syndicaux, politiques, structurels, culturels et micro-politiques opérant dans le système scolaire et qui rendent difficile le leadership distribué à mettre en œuvre dans les établissements scolaires.

Le leadership distribué peut être considéré comme menaçant pour ceux qui ont une position formelle du pouvoir. Cela n'affecte pas seulement leur ego ou leur autorité perçue, mais aussi parce que cela met les enseignants leaders dans une position vulnérable car ils doivent renoncer au contrôle direct sur certaines activités.

Les structures scolaires actuelles, telles que les séparations en discipline ou des hiérarchies verticales rigides délimitent le rôle et la responsabilité de chacun. Elles empêchent les enseignants d'atteindre l'autonomie et de prendre des rôles de leadership distribué.

Lorsque le leadership est distribué comme une répartition, et qu'il n'est pas exécuté correctement, cela peut être interprété comme une perception d'une erreur de la délégation et impliquant donc la responsabilité du leadership de la direction d'école.

Annexes

Bibliographie

• 1928, T. V. Smith, "The Leader as Teacher and Philosopher", Social Service Review, Vol 2, n°4, Dec., pp565-578

• 1932, Ethel L. Crutchfield, "The Development of Leadership in Prospective Teachers", Peabody Journal of Education, Vol 9, n°6, May, pp362-366

• 1944, Harold Haydon, "Teachers Can Be Leaders", Journal of Educational Sociology, Vol 17, n°7, Leadership In Democracy, Mar., pp411-416

• 1947, Arthur W. Francis, Carlos de Zafra Jr., "Teachers and Politicians Leadership", The Clearing House, Vol 22, n°4, Dec., pp212-214

• 1949, E. T. McSwain, "Parent-Teacher Leadership for Better Schools", The Phi Delta Kappan, Vol 31, n°4, Dec., pp175-177

• 1952, Harold Saxe Tuttle, "Club Leadership: Excellent Teacher Preparation", The Clearing House, Vol 26, n°7, Mar., pp430-432

• 1956, John B. Barnes, "Barriers to Community Leadership for Teachers", The Phi Delta Kappan, Vol 38, n°2, Nov., pp59-61

• 1965, Lois N. Nelson, "Modes of Teacher Leadership during Language Instruction", The Elementary School Journal, Vol 66, n°2, Nov., pp92-96

• 1969, Håvard Rian, "Teacher Leadership and Pupil Reaction: the Authoritarian-Democratic Dimension Revisited", Pedagogisk Forskning, Vol 13, n°1, January, pp1-15

• 1973, Ralph W. Larkin, "Contextual Influences on Teacher Leadership Styles", Sociology of Education, Vol 46, n°4, Autumn, pp471-479

• 1977, Ruth Drake, "Leadership: The Teacher's Option", The Clearing House, Vol 50, n°7, Mar., pp291-293

• 1978, Barbara G. Burch, W. Elzie Danley Sr., "Teacher Perceptions of the Effective Instructional Leader", The Clearing House, Vol 52, n°2, Oct., pp78-79

• 1979, Jane Butler Kahle, "Teacher Leadership + Parent Education = A Formula for Good Schools", The American Biology Teacher, Vol 41, n°2, Feb., pp79-100

• 1980, Linda S. Wojtan, "Preservice Teacher Education: An Opportunity for Area Center Involvement and Leadership", A Journal of Opinion, Vol 10, n°3/4, African Outreach, Autumn - Winter, pp22-25

• 1981, Leon Durkin, Joe M. Smith, "A Challenge for Leadership of Teacher Education in the Eighties", Peabody Journal of Education, Vol 58, n°4, Issues and Trends in American Education, Jul., pp183-187

• 1985, Denis P. Doyle, Terry W. Hartle, "Leadership in Education: Governors, Legislators, and Teachers", The Phi Delta Kappan, Vol 67, n°1, Sep., pp21-27

• 1987,
  • Joseph J. Blase, "Dimensions of Effective School Leadership: The Teacher's Perspective", American Educational Research Journal, Vol 24, n°4, Winter, pp589-610
  • Joseph J. Blase, "The Teachers' Perspective on Ineffective School Leadership", The High School Journal, Vol 70, n°4, Apr. - May, pp167-172
  • J. V. D., "College Teachers' Struggle: Failure of Leadership", Economic and Political Weekly, Vol 22, n°39, 26 Sep., pp1640-1642
  • Joseph W. Licata, Charles J. Newman, "Teacher Leadership and Classroom Climate as Predictors of Student Brinkmanship", The High School Journal, Vol 70, n°2, Dec. - Jan., pp102-110

• 1988, Roland S. Barth, "Principals, Teachers, and School Leadership", The Phi Delta Kappan, Vol 69, n°9, May, pp639-642

• 1989,
  • Paul V. Bredeson, "Redefining Leadership and the Roles of School Principals: Responses to Changes in the Professional Worklife of Teachers", The High School Journal, Vol 73, n°1, Oct. - Nov., pp9-20
  • William P. Keim, "Leadership Workshop: The Writing-Grammar Battle: Adventures of a Teacher/Administrator", The English Journal, Vol 78, n°3, Mar., pp66-70

• 1990,
  • J. Denny, M. Smylie, "Teacher leadership: Tensions and ambiguities in organizational perspective", Educational Administration Quarterly, 26(3), pp235-259
  • Stuart R. Thompson, "Higher Education, Leadership, and Teacher Preparation", Visual Arts Research, Vol 16, n°2(32), Fall, pp36-42

• 1991,
  • Janet M. Fraser, "Walking the Tightrope of Teacher Leadership", Kappa Delta Pi Record, Vol 27, n°3, April, pp80-83
  • P. A. Wasley, "Teachers who lead: The rhetoric of reform and the realities of practice", New York: Teachers College Press

• 1992,
  • John L. Hynes, Pamela Summers, Patrick Socoski, "Making the Lead Teacher Concept Work: The Southeastern Teacher Leadership Center", Teaching Education, Vol 5, n°1, September, pp43-49
  • Mark A. Smylie, "Teachers' Reports of Their Interactions with Teacher Leaders concerning Classroom Instruction", The Elementary School Journal, Vol 93, n°1, Sep., pp85-98

• 1993, Madalyn Cioci, Valerie E. Lee, Julia B. Smith, "Teachers and Principals: Gender-Related Perceptions of Leadership and Power in Secondary Schools", Educational Evaluation and Policy Analysis, Vol 15, n°2, Summer, pp153-180

• 1994,
  • Vanessa DiMauro, Shahaf Gal, "Use of Telecommunications for Reflective Discourse of Science Teacher Leaders", Journal of Science Education and Technology, Vol 3, n°2, Jun., pp123-135
  • Kenneth J. Tewel, "The Transition Period in Restructuring High Schools: Teachers as Leaders", The Clearing House, Vol 67, n°6, Jul. - Aug., pp331-336

• 1995,
  • Marcella L. Bullmaster, Velma L. Cobb, Linda Darling-Hammond, "Rethinking Teacher Leadership Through Professional Development Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp87-106
  • William A. Firestone, Marjorie F. Heller, "Who's in Charge Here? Sources of Leadership for Change in Eight Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp65-86
  • Judith Warren Little, "Contested Ground: The Basis of Teacher Leadership in Two Restructuring High Schools", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp47-63
  • Mark A. Smylie, "New Perspectives on Teacher Leadership", The Elementary School Journal, Vol 96, n°1, Special Issue: Teacher Leadership, Sep., pp3-7
  • Todd Whitaker, "Accomplishing Change in Schools: The Importance of Informal Teacher Leaders", The Clearing House, Vol 68, n°6, Jul. - Aug., pp356-357

• 1996, Nina Bascia, "Teacher Leadership: Contending with Adversity", Canadian Journal of Education / Revue canadienne de l'éducation, Vol 21, n°2, Spring, pp155-169

• 1997,
  • Barbara T. Berman, Harold L. Bishop, Alice Tinley, "A Contemporary Leadership Model to Promote Teacher Leadership", Action in Teacher Education, Vol 19, n°3, October, pp77-81
  • DeBorah A. Carr, "Collegial Leaders: Teachers Who Want More than Just a Job", The Clearing House, Vol 70, n°5, May - Jun., pp240-242
  • Rochelle Clemson-Ingram, Ralph Fessler, "Innovative Programs for Teacher Leadership", Action in Teacher Education, Vol 19, n°3, October, pp95-106
  • Monica Coyle, "Teacher Leadership vs. School Management: Flatten the Hierarchies", The Clearing House, Vol 70, n°5, May - Jun., pp236-239
  • Eloise M. Forster, "Teacher Leadership: Professional Right and Responsibility", Action in Teacher Education, Vol 19, n°3, October, pp82-94
  • Jacqueline Horejs, Ana Lomas, Mary Stone, "Commonalities and Differences in Teacher Leadership at the Elementary, Middle, and High School Levels", Action in Teacher Education, Vol 19, n°3, October, pp49-64
  • Doris Jantzi, Kenneth Leithwood, "Teachers' perceptions of transformational leadership: A replication", Journal of Educational Administration, 35(4), pp312-331
  • Patrice R. Leblanc & Maria M. Shelton, "Teacher Leadership: The Needs of Teachers", Action in Teacher Education, Vol 19, n°3, October, pp32-48
  • Sandra J. Odell, "Preparing Teachers for Teacher Leadership", Action in Teacher Education, Vol 19, n°3, October, pp120-124
  • Mary John O'Hair, Ulrich C. Reitzug, "Teacher Leadership: In What Ways? For What Purpose?", Action in Teacher Education, Vol 19, n°3, October, pp65-76
  • Diana G. Pounder, "Teacher Teams: Promoting Teacher Involvement and Leadership in Secondary Schools", The High School Journal, Vol 80, n°2, Dec- Jan.), pp117-124
  • Kathryn S. Whitaker, "Developing teacher leadership and the management team concept: A case study", The Teacher Educator, Vol 33, n°1, June, pp1-16

• 1998, John Smyth, "Finding the ‘Enunciative Space’ for Teacher Leadership and Teacher Learning in Schools", Asia-Pacific Journal of Teacher Education, Vol 26, n°3, November, pp191-202

• 1999,
  • Sharon Conley, Donna E. Muncey, "Teachers Talk about Teaming and Leadership in Their Work", Theory into Practice, Vol 38, n°1, Redefining Teacher Quality, Winter, pp46-55
  • Doris Jantzi, Kenneth Leithwood, "The relative effects of principal and teacher sources of leadership on student engagement with school", Educational Administration Quarterly, Vol 35(Supplemental), pp679-706
  • Thomas S. Poetter, "Rethinking Teacher Leadership with Prospective Teachers", Teaching Education, Vol 10, n°2, March, pp141-150
  • Julie A. Sherrill, "Preparing Teachers for Leadership Roles in the 21st Century", Theory into Practice, Vol 38, n°1, Redefining Teacher Quality, Winter, pp56-61

• 2000,
  • Ross Brooker et Ian Macpherson, "Positioning Stakeholders in Curriculum Leadership: How can teacher educators work with teachers to discover and create their place?", Asia-Pacific Journal of Teacher Education, Vol 28, n°1, March, pp69-85
  • J. Durrant, D. Frost, M. Head, G. Holden, "Teacher-led School Improvement", London: RoutledgeFalmer
  • D. Frost, "Teacher-led School Improvement: Agency and Strategy" part 1, Management in Education, 14 (4) pp21-24
  • D. Frost, "Teacher-led School Improvement: Agency and Strategy" part 2, Management in Education, 14 (5) pp17-20
  • Doris Jantzi, Kenneth Leithwood, "Principal and Teacher Leadership Effects: A replication", School Leadership & Management, Vol 20, n°4, November, pp415-434
  • B. A. Tillman, "Quiet leadership: Informal mentoring of beginning teachers", Momentum, 31(1), pp24-26

• 2001,
  • Roland S. Barth, "Teacher Leader", The Phi Delta Kappan, Vol 82, n°6, Feb., pp443-449
  • M. Boardman, "The value of shared leadership: Tasmanian Teachers’ and Leaders’ Differing Views", International Studies in Educational Administration, 29(3), p2

• 2002,
  • Audrey Addi-Raccah, Hanna Ayalon, "Gender Inequality in Leadership Positions of Teachers", British Journal of Sociology of Education, Vol 23, n°2, Jun., pp157-177
  • Jo Blase & Joseph Blase, "Teachers' Perceptions of Principals' Instructional Leadership and Implications Leadership and Policy in Schools", Vol 1, n°3, September, pp256-264
  • F. Crowther, S. Kaagan, M. Ferguson, L. Hann, "Developing Teacher Leaders: How Teacher Leadership Enhances School Success", Thousand Oaks, CA: Corwin Press
  • J. Durrant et D. Frost, "Teachers as Leaders: Exploring the Impact of Teacher-led Development", School Leadership and Management, 22 (2), pp143-161
• Scott C. Greenwood, George P. White, "A Situational Approach to Middle Level Teacher Leadership", Middle School Journal, Vol 33, n°4, March, pp29-33
  • Marta Reinoso, "Teacher Leadership: The Reorganization of Room 15", Preventing School Failure: Alternative Education for Children and Youth, Vol 46, n°2, January, pp70-74

• 2003,
  • Lei Chang, "Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors", Child Development, Vol 74, n°2, Mar. - Apr., pp535-548
  • Judy Durrant, David Frost, "Teacher Leadership: Rationale, strategy and impact", School Leadership & Management, Vol 23, n°2, May, pp173-186
  • David Frost, Alma Harris, "Teacher Leadership: towards a research agenda", Cambridge Journal of Education, Vol 33, n°3, November, pp479-498
  • A. Harris, "Teacher leadership and school improvement", In: C. Chapman, C. Day, A. Harris, M. Hadfield, A. Hargreaves, D. Hopkins, dir., "Effective Leadership for School Improvement", London, Routledge Falmer
  • James Kelleher, "Teacher Leadership and High Standards in a Summer Middle School", Middle School Journal, Vol 34, n°4, March, pp20-26
  • Linda Lambert, "Leadership redefined: an evocative context for teacher leadership", School Leadership & Management, Vol 23, n°4, November, pp421-430
  • J. W. Little, "Constructions of Teacher Leadership in Three Periods of Policy and Reform Activism", School Leadership and Management, 23 (4), pp401-419
  • Judith Warren Little, "Constructions of teacher leadership in three periods of policy and reform activism", School Leadership & Management, Vol 23, n° 4, November, pp401-419

• 2004,
  • Kathy L. Adams, W. Grant Hambright, "Encouraged or Discouraged? Women Teacher Leaders Becoming Principals", The Clearing House, Vol 77, n°5, May - Jun., pp209-211
  • Kirk D. Anderson, "The Nature of Teacher Leadership in Schools as Reciprocal Influences Between Teacher Leaders and Principals", School Effectiveness and School Improvement, Vol 15, n°1, March, pp97-113
  • Floyd Beachum & Audrey M. Dentith, "Teacher Leaders Creating Cultures of School Renewal and Transformation", The Educational Forum, Vol 68, n°3, September, pp276-286
  • Richard F. Bowman, "Teachers as Leaders", The Clearing House, Vol 77, n°5, May - Jun., pp187-189
  • Karen Duke, Jennifer York-Barr, "What Do We Know about Teacher Leadership? Findings from Two Decades of Scholarship", Review of Educational Research, Vol 74, n°3, Autumn, pp255-316
  • David Frost, Julie Roberts, "From teacher research to teacher leadership: the case of the hertfordshire learning preferences project", Teacher Development, Vol 8, n°2-3, October, pp181-199
  • Alma Harris, "Teacher leadership and distributed leadership: An exploration of the literature", Leading and Managing, 10(2), pp1-10
  • Alma Harris, D. Muijs, "Improving schools through teacher leadership", London: Oxford University Press
  • Laura C. Jones, Maureen Neumann, P. Taylor Webb, "Politics, School Improvement, and Social Justice: A Triadic Model of Teacher Leadership", The Educational Forum, Vol 68, n°3, September, pp254-262
  • Bill Mulford, Halia Silins, "Schools as Learning Organisations - Effects on Teacher Leadership and Student Outcomes", School Effectiveness and School Improvement, Vol 15, n°3-4, September, pp443-466

• 2005,
  • Richard F. Bowman, "Teacher as Servant Leader", The Clearing House, Vol 78, n°6, Jul. - Aug., pp257-259
  • Helen M. Duffy, "Preparing Teachers to Build Leadership among Underserved Students", The English Journal, Vol 95, n°2, Nov., pp71-76
  • Karen Duke, Gail Ghere, Jennifer Sommerness, Jennifer York-Barr, "Special educators in inclusive education programmes: reframing their work as teacher leadership", International Journal of Inclusive Education, Vol 9, n°2, April, pp193-215
  • G. Furman, C. Shields, "How does leadership promote successful teaching and learning for diverse students?", In: W. A. Firestone, C. Riehl, dir., "A New Agenda for Research in Educational Leadership", Teachers College Press, New York, NY, pp101-18
  • Callie Grant, "Teacher leadership: gendered responses and interpretations", Agenda, Vol 19, n°65, January, pp44-57
  • J. Murphy, "Connecting teacher leadership and school improvement", Thousand Oaks, CA: Corwin Press

• 2006,
  • Elizabeth Craig, Christopher Steel, "Reworking Industrial Models, Exploring Contemporary Ideas, and Fostering Teacher Leadership", The Phi Delta Kappan, Vol 87, n°9, May, pp676-680
  • Alma Harris, "Teacher Leadership: More than Just a Feel-Good Factor?", Leadership and Policy in Schools, Vol 4, n°3, September, pp201-219
  • Helen M. Marks, Susan M. Printy, "Shared Leadership for Teacher and Student Learning", Theory into Practice, Vol 45, n°2, Learning, Teaching, Leading: A Global Perspective, Spring, pp125-132
  • Judy Parr, Lorrae Ward, "Authority, Volunteerism, and Sustainability: Creating and Sustaining an Online Community through Teacher Leadership", Leadership and Policy in Schools, Vol 5, n°2, July, pp109-129

• 2007,
  • Nicole A. Chilla, Heleny Cook, Diane Waff, "From the Secondary Section: Leadership for Literacy: Teachers Raising Expectations and Opportunities", The English Journal, Vol 96, n°5, May, pp12-14
  • W. A. Firestone, M. C. Martinez, "Districts, teacher leaders, and distributed leadership: Changing instructional practice", Leadership and Policy in Schools, 6(1), pp3-35

• 2008,
  • Vicky Farrow, Sandra Harris, Hollis Lowery-Moore, "Extending Transfer of Learning Theory to Transformative Learning Theory: A Model for Promoting Teacher Leadership", Theory into Practice, Vol 47, n°4, Collaborative Learning Communities in Schools, Fall, pp318-326
  • Tanya Fitzgerald, Helen M. Gunter, "Contesting the orthodoxy of teacher leadership", International Journal of Leadership in Education, Vol 11, n°4, October, pp331-340
  • David Frost, "‘Teacher leadership’: values and voice", School Leadership & Management, Vol 28, n°4, September, pp337-352
  • Rahim J. Jones, Carol A. Mullen, "Teacher leadership capacity-building: developing democratically accountable leaders in schools", Teacher Development, Vol 12, n°4, November, pp329-340

• 2009,
  • Femke P. Geijsel, Peter J. C. Sleegers, Reinoud D. Stoel, Meta L. Krüger, "The Effect of Teacher Psychological and School Organizational and Leadership Factors on Teachers' Professional Learning in Dutch Schools", The Elementary School Journal, Vol 109, n°4, Mar., pp406-427
  • Ling L. Liang, Robert Vogel, Deborah S. Yost, "Embedded teacher leadership: support for a site-based model of professional development", International Journal of Leadership in Education, Vol 12, n°4, October, pp409-433
  • Melinda M. Mangin & Sara Ray Stoelinga, "The Future of Instructional Teacher Leader Roles", The Educational Forum, Vol 74, n°1, December, pp49-62
  • Petra Ponte, Karel Smeets, "Action research and teacher leadership", Professional Development in Education, Vol 35, n°2, June, pp, 75-193
  • Michael D. Rosenberg, Robert Vogel, Deborah S. Yost, "Transitioning from Teacher to Instructional Leader", Middle School Journal, Vol 40, n°3, January, pp20-27

• 2010,
  • Ana M. Elfers, Hilary Loeb, Margaret L. Plecki, "Possibilities and Potential for Improving Instructional Leadership: Examining the Views of National Board Teachers", Theory Into Practice, Vol 49, n°3, June, pp223-232
  • Jeffery Huerta, Shirley J. Mills, Karen M. Watt, "Advancement Via Individual Determination (AVID) professional development as a predictor of teacher leadership in the United States", Professional Development in Education, Vol 36, n°4, December, pp547-562
  • Holly J. Thornton, "Excellent Teachers Leading the Way: How to Cultivate Teacher Leadership", Middle School Journal, Vol 41, n°4, March, pp36-43

• 2011, Kathryn Singh, "Teacher Leadership: Making Your Voice Count", Kappa Delta Pi Record, Vol 47, Supplement 1, October, pp6-10

• 2012,
  • Alex Alexandrou, Sue Swaffield, "Teacher leadership and professional development: perspectives, connections and prospects", Professional Development in Education, Vol 38, n°2, April, pp159-167
  • Laura Baecher, "Pathways to teacher leadership among English-as-a-second-language teachers: professional development by and for emerging teacher leaders", Professional Development in Education, Vol 38, n°2, April, pp317-330
  • San Bolkan, Alan K. Goodboy, Darrin J. Griffin, "Teacher Leadership and Intellectual Stimulation: Improving Students' Approaches to Studying through Intrinsic Motivation", Communication Research Reports, Vol 28, n°4, October, pp337-346
  • Frank Crowther, "Teacher leadership: the ‘new’ foundations of teacher education", Teaching Education, Vol 23, n°1, March, pp109-110
  • Janet C. Fairman & Sarah V. Mackenzie, "Spheres of teacher leadership action for learning", Professional Development in Education, Vol 38, n°2, April, pp229-246
  • David Frost, "From professional development to system change: teacher leadership and innovation", Professional Development in Education, Vol 38, n°2, April, pp205-227
  • Laura C. S. Jones, Maureen D. Neumann, P. Taylor Webb, "Claiming the Political: The Forgotten Terrain of Teacher Leadership Knowledge", Action in Teacher Education, Vol 34, n°1, March, pp2-13
  • Dora Ho, Leon Paul Tikly, "Conceptualizing teacher leadership in a Chinese, policy-driven context: a research agenda", School Effectiveness and School Improvement, Vol 23, n°4, December, pp401-416
  • Jack Leonard, Katherine Petta, Christina Porter, "A fresh look at graduate programs in teacher leadership in the United States", Professional Development in Education, Vol 38, n°2, April, pp189-204
  • Philip E. Poekert, "Teacher leadership and professional development: examining links between two concepts central to school improvement", Professional Development in Education, Vol 38, n°2, April, pp169-188
  • Howard Stevenson, "Teacher leadership as intellectual leadership: creating spaces for alternative voices in the English school system", Professional Development in Education, Vol 38, n°2, April, pp345-360

• 2013,
  • Cynthia L. Carver, Jeanne M. Meier, "Gaining Confidence, Managing Conflict: Early Career Conceptions of Teacher Leadership During Graduate Coursework", The New Educator, Vol 9, n°3, July, pp173-191
  • Cynthia L. Carver, Jason Margolis, Tracy Williams, "Teacher Leadership: Practices, Politics, and Persistence", The New Educator, Vol 9, n°3, July, pp167-168
  • Joanne Deppeler, Jahirul Mullick, Umesh Sharma, "School teachers' perception about distributed leadership practices for inclusive education in primary schools in Bangladesh", School Leadership & Management, Vol 33, n°2, April, pp151-168
  • KaiLonnie Dunsmore, Melinda M. Mangin, "Conflicting Storylines in Teacher Leadership: How One Literacy Coach Struggled to Position Herself and Her Work", The New Educator, Vol 9, n°3, July, pp226-249
  • Anne Elrod Whitney, "When university faculty nurture teacher leadership: ‘horizontal’ practices and values in a professor’s work with teachers", International Journal of Leadership in Education, Vol 16, n°1, March, pp71-93
  • Jana Hunzicker, "Attitude has a lot to do with it: dispositions of emerging teacher leadership", Teacher Development, Vol 17, n°4, November, pp538-561
  • Loyiso C. Jita, Matseliso L. Mokhele, "The role of lead teachers in instructional leadership: A case study of environmental learning in South Africa", Education as Change, Vol 17, Supplement 1, December, pp123-135
  • Ann Lieberman, "Teacher Leadership: An Introduction", The New Educator, Vol 9, n°3, July, pp169-172
  • Jianping Shen, Donghai Xie, "Teacher leadership at different school levels: findings and implications from the 2003–04 Schools and Staffing Survey in US public schools", International Journal of Leadership in Education, Vol 16, n°3, September, pp327-348

• 2014,
  • Takbir Ali, "Development of teacher leadership: a multi-faceted approach to bringing about improvements in rural elementary schools in Pakistan", Professional Development in Education, Vol 40, n°3, May, pp352-375
  • Megan M. Allen, Jon Eckert, John M. Holland, "From Preservice to Teacher Leadership: Meeting the Future in Educator Preparation", Action in Teacher Education, Vol 36, n°5-6, November, pp433-445
  • Susan Brondyk, Randi Stanulis, "Teacher Leadership for Change", Kappa Delta Pi Record, Vol 50, n°1, January, pp13-17
  • Jean S. Lee, Deb Sachs, Lynn Wheeler, "The Crossroads of Teacher Leadership and Action Research", The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol 87, n°5, September, pp218-223

• 2015,
  • Barnett Berry, "Teacherpreneurs: Cultivating and Scaling Up a Bold Brand of Teacher Leadership", The New Educator, Vol 11, n°2, April, pp146-160
  • Salleh Hairon, Jonathan Wee Pin Goh, Catherine Siew Kheng Chua, "Teacher leadership enactment in professional learning community contexts: towards a better understanding of the phenomenon", School Leadership & Management, Vol 35, n°2, March, pp163-182
  • A. Lin Goodwin, Ee Ling Low, Pak Tee Ng, "Developing Teacher Leadership in Singapore: Multiple Pathways for Differentiated Journeys", The New Educator, Vol 11, n°2, April, pp107-120
  • Lynne Miller, "School–University Partnerships and Teacher Leadership: Doing It Right", The Educational Forum, Vol 79, n°1, January, pp24-29

• 2016, Christine Lotter, Jan A. Yow, "Teacher learning in a mathematics and science inquiry professional development program: first steps in emergent teacher leadership", Professional Development in Education, Vol 42, n°2, March, pp325-351

Articles connexes

Accédez d'un seul coup d’œil au portail économie.