Informal Teacher Leaders: Who They Are, What They Do, and How They Impact Teaching and Learning
Informal Teacher Leaders: Who They Are, What They Do, and How They Impact Teaching and Learning
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非正式教师领导者：他们是谁、他们做什么以及他们如何影响教学
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Rachel Solis
中科院分区：
文献类型：
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作者：
S. Gordon;J. Jacobs;S. Croteau;Rachel Solis
PK-12学校的教育工作者接受了调查，以了解他们对他们认为是非正式教师领导者的同事的看法，非正式教师领导者被定义为没有被学校或地区管理者任命为领导者的领导者。该调查询问了在四个州的PK-12学校工作的管理人员，教育专家和教师，以分享他们对非正式教师领导者的领导活动，个人和专业属性，与其他教育工作者的关系以及影响的看法。开放式，轴向和选择性编码被用来分析受访者的开放式调查的答复，和主题相对于研究主题。受访者报告说，他们确定的非正式教师领导人从事重要的领导活动，在个人，团队和学校的水平。受访者认为非正式教师领导者热情、关心他人、高效、对他人开放、专业。各种具体类型的领导知识和技能归因于非正式教师领导。非正式的教师领导与其他教育工作者的关系的特点是尊重，信任，和温暖，和非正式领导的工作关系，与其他教师和学校管理人员被认为是积极的。受访者报告了各种积极的影响，非正式教师领导的学生，教师和学校。虽然许多领导活动，属性，关系和影响的非正式教师领导者平行的正式教师领导者，一些区别也被确定为表明一些分化的角色和功能。建议教育者计划，校长和未来的研究。
Educators in PK–12 schools were surveyed to seek their perceptions of colleagues who they considered informal teacher leaders, defined as leaders who were not appointed to a leadership role by a school or district administrator. The survey asked administrators, educational specialists, and teachers working in PK–12 schools across four states to share their perceptions of informal teacher leaders’ leadership activities, personal and professional attributes, relationships with other educators, and impact. Open, axial, and selective coding were used to analyze the respondents’ open-ended survey responses, and themes were developed relative to research topics. The respondents reported that the informal teacher leaders they identified engaged in important leadership activities at the individual, team, and school levels. The informal teacher leaders were described by respondents as passionate, caring, efficient, open to others, and professional. A variety of specific types of leadership knowledge and skills were attributed to the informal teacher leaders. Relationships of the informal teacher leaders with other educators were characterized as respectful, trusting, and warm, and the informal leaders’ working relationships with other teachers and school administrators were considered positive. The respondents reported a variety of positive impacts of informal teacher leaders on students, teachers, and the school. Although many of the leadership activities, attributes, relationships, and impacts of informal teacher leaders parallel those of formal teacher leaders, a number of distinctions also were identified indicating some differentiation of roles and functions. Recommendations are made for educator programs, principals, and future research.