Construction of teacher leadership identity at Luanping Middle School, Hebei province, China

eacher leadership has been studied extensively, yet there is no universally recognised concept or practice. Uncertainty over best practices is likely to persist until a uniform definition is established for a local context. The purpose of this study is to investigate the construction of teacher lead...

Full description

Saved in:

Bibliographic Details
Main Author:	Wang, Jing
Format:	Thesis
Language:	English
Published:	2021
Subjects:	HD28 Management Industrial Management
Online Access:	http://eprints.utm.my/id/eprint/100261/1/WangJinMPP2021.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-utm-ep.100261
record_format	uketd_dc
spelling	my-utm-ep.1002612023-03-29T07:10:24Z Construction of teacher leadership identity at Luanping Middle School, Hebei province, China 2021 Wang, Jing HD28 Management. Industrial Management eacher leadership has been studied extensively, yet there is no universally recognised concept or practice. Uncertainty over best practices is likely to persist until a uniform definition is established for a local context. The purpose of this study is to investigate the construction of teacher leadership identity at Luanping Middle School, Hebei province, China. In this study, a qualitative approach is applied to explore and understand teacher leadership in Luanping Middle School, Hebei Province, China. It is a public boarding school with about five thousand students and three hundred teachers. A majority of the students live on campus. Semi-structured interviews were conducted on a group of seven teachers. It was found that in general, the respondents perceive themselves as teacher leaders. Personal attributes, studentfocused, collegiality, development focus, as well as leading and being led by others are important attributes in supporting teacher leadership. The culture in Luanping Middle School greatly supported the development of teacher leadership among the teachers. The respondents were able to identify their strengths and weaknesses in their journey as a teacher, and were keen to be actively involved in the development and well-being of their students. The teachers’ leadership roles are also diverse. Local middle schools will have a systematic guidance on how to prepare and grow teacher leaders once a definition is established. A suggestion for schools looking to produce teacher leaders is to clarify what teacher leadership means in their own environment until a common definition emerges. 2021 Thesis http://eprints.utm.my/id/eprint/100261/ http://eprints.utm.my/id/eprint/100261/1/WangJinMPP2021.pdf application/pdf en public http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:150095 masters Universiti Teknologi Malaysia Faculty of Social Sciences & Humanities - School of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	HD28 Management Industrial Management
spellingShingle	HD28 Management Industrial Management Wang, Jing Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
description	eacher leadership has been studied extensively, yet there is no universally recognised concept or practice. Uncertainty over best practices is likely to persist until a uniform definition is established for a local context. The purpose of this study is to investigate the construction of teacher leadership identity at Luanping Middle School, Hebei province, China. In this study, a qualitative approach is applied to explore and understand teacher leadership in Luanping Middle School, Hebei Province, China. It is a public boarding school with about five thousand students and three hundred teachers. A majority of the students live on campus. Semi-structured interviews were conducted on a group of seven teachers. It was found that in general, the respondents perceive themselves as teacher leaders. Personal attributes, studentfocused, collegiality, development focus, as well as leading and being led by others are important attributes in supporting teacher leadership. The culture in Luanping Middle School greatly supported the development of teacher leadership among the teachers. The respondents were able to identify their strengths and weaknesses in their journey as a teacher, and were keen to be actively involved in the development and well-being of their students. The teachers’ leadership roles are also diverse. Local middle schools will have a systematic guidance on how to prepare and grow teacher leaders once a definition is established. A suggestion for schools looking to produce teacher leaders is to clarify what teacher leadership means in their own environment until a common definition emerges.
format	Thesis
qualification_level	Master's degree
author	Wang, Jing
author_facet	Wang, Jing
author_sort	Wang, Jing
title	Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
title_short	Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
title_full	Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
title_fullStr	Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
title_full_unstemmed	Construction of teacher leadership identity at Luanping Middle School, Hebei province, China
title_sort	construction of teacher leadership identity at luanping middle school, hebei province, china
granting_institution	Universiti Teknologi Malaysia
granting_department	Faculty of Social Sciences & Humanities - School of Education
publishDate	2021
url	http://eprints.utm.my/id/eprint/100261/1/WangJinMPP2021.pdf
_version_	1776100663670865920

Construction of teacher leadership identity at Luanping Middle School, Hebei province, China

Similar Items