FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 32
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TABLE 1
GR ANT’S (20 0 6)
MO DE L O F TE AC H E R
LE ADE RSH I P.
ALGUNAS PERSPECTIVAS EN LIDERAZGO ESCOLAR / PRIMERA PARTE
to assist in developing the collaborative culture. Third, the principal and
the management team need to encourage a distributed leadership approach. Grant (2006) offers a four-part model of teacher leadership, based
on research in South African schools (see table 1):
TEACHER LEADERSHIP LEVEL
ROLE REL ATIONSHIPS
Leadership within the classroom
Students and perhaps with other adults
Leadership beyond the classroom
Other teachers
Leadership for whole-school development
Teachers and school leaders
Leadership beyond the school
Teachers and leaders from other schools
Lai and Cheung (2015) examine teacher leadership in the context of curriculum reform in Hong Kong. They argue that teacher leadership has
three distinct strands; participation, learning and innuence, and they all
require teacher agency and support from senior leadership. Muijs and
Harris (2007: 126) conclude that 8teacher leadership requires active steps
to be taken to constitute leadership teams and provide teachers with
leadership roles. A culture of trust and collaboration is essential, as is a
shared vision of where the school needs to go, clear line management
structures and strong leadership development programmes9.
Developing teacher leadership may be particularly challenging in centralized contexts, for example in Egypt (Emira, 2010), where the Ministry of
Education restricts teacher leadership to the classroom, and in Iran (Aliakbari and Sadeghi 2014), where the education system is 8top-down9. However,
Bush, Ng, Glover and Romero9s (2016) research on master teachers as teacher
leaders in Malaysia and Philippines shows that master teachers were able to
operate at all four levels of the Grant (2006) model.
INSTRUCTIONAL LEADERSHIP
The increasing emphasis on student test outcomes has led to instructional leadership being endorsed. Hallinger and Lee (2014: 6) show that 8a
growing body of international research suggests that instructional leadership from the principal is essential for the improvement of teaching
and learning in schools9. Bush and Glover (2014) stress that instructional leadership is targeted at student learning via teachers. There is much
less emphasis on student welfare or on extracurricular activities. Robinson al. 9s (2008) analysis of published research shows that instructional
leadership is more powerful than other leadership models in promoting
student learning, but this also refers to formal examination results and
not wider student outcomes.
