Teacher leadership development: Impacts of principal–teacher interactions on beginning teachers

Teacher leadership development: Impacts of principal–teacher interactions on beginning teachers

• Cheng, Yan Ni Annie The Hong Kong Institute of Education
• Szeto, Sing Ying Elson The Hong Kong Institute of Education

The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis (2015: Sheraton Chicago, Chicago, Illinois)

• R Educational Policy & Administration
  • RH Supervisors, School Principals & Administrators
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Teacher leadership ties in the heart of school improvement while principal plays a salient role in fostering teachers’ leadership. This study aims to examine a group of beginning teachers in Hong Kong to address research questions: (1) To what extent are the teachers’ developments of teacher leadership? (2) What are the teachers’ perceptions of principal-teacher interactions? (3) How principal-teacher interactions attribute to the teacher leadership development? Multiple data sources, including interviews, documentary evidence and questionnaires were collected. Results show that principal-teacher interactions that reflected trust, value communication and encourage professional development are key to facilitating teacher leadership. Three types of impact illustrating principal-teacher interactions attribute to teacher leadership development are identified. Implication for school leaders and teacher educators are discussed.

Paper presented at The 2015 AERA (American Educational Research Association) Annual Meeting theme: Toward justice: Culture, language, and heritage in education research and praxis, Sheraton Chicago, Chicago, Illinois

• English

Conference Papers

https://bibliography.lib.eduhk.hk/bibs/c1ae687b

2015-11-05