Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders
The study investigates the operating process of a collaborative instructional leadership team composed of principal and teacher leaders, and the professional growth of team members and school teachers during this process. This study presents a case study of a public elementary school in Eastern T...
| Main Author: | |
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| Format: | Article |
| Language: | English |
| Published: |
National Taipei University of Education
2020-06-01
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| Series: | Journal of Educational Practice and Research |
| Subjects: | |
| Online Access: | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=165 |
| _version_ | 1818646725798133760 |
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| author | Jen-Ning Liou |
| author_facet | Jen-Ning Liou |
| author_sort | Jen-Ning Liou |
| collection | DOAJ |
| description | The study investigates the operating process of a collaborative instructional
leadership team composed of principal and teacher leaders, and the professional growth of
team members and school teachers during this process. This study presents a case study of
a public elementary school in Eastern Taiwan. Seven participants from the school were
interviewed including the principal, three teacher leaders, and three school teachers and
the interview transcriptions were analyzed. This study reached five conclusions: 1) the
collaborative instructional leadership team develops an effective learning through
professional co-learning, collaboration and task orientation; 2) being non-restricted by the
original role is crucial for the success of the collaborative instructional leadership team’s
internal operation ; 3) the conversion and fulfillment of role functions and the promotion of
practice orientation are essential strategies for collaborative instructional leadership teams;
4) creating fair, sincere, and pragmatic conversation situations can build an effective
communication platform for collaborative instructional leadership teams and school
teachers; 5) the collaborative instructional leadership team’s operation can simultaneously
improve the professional knowledge and leadership willingness of team members and
school teachers. Lastly, this study further proposed suggestions for practical application
and future research. |
| first_indexed | 2024-12-17T00:51:12Z |
| format | Article |
| id | doaj.art-5cfdf10dcd8a4349970b0af580b22720 |
| institution | Directory Open Access Journal |
| issn | 1993-5633 1993-5633 |
| language | English |
| last_indexed | 2024-12-17T00:51:12Z |
| publishDate | 2020-06-01 |
| publisher | National Taipei University of Education |
| record_format | Article |
| series | Journal of Educational Practice and Research |
| spelling | doaj.art-5cfdf10dcd8a4349970b0af580b227202022-12-21T22:09:45ZengNational Taipei University of EducationJournal of Educational Practice and Research1993-56331993-56332020-06-013313370Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher LeadersJen-Ning Liou0Associate Professor, Graduate Institute of Educational Administration, National Pingtung University (corresponding author: educator@mail.nptu.edu.tw)The study investigates the operating process of a collaborative instructional leadership team composed of principal and teacher leaders, and the professional growth of team members and school teachers during this process. This study presents a case study of a public elementary school in Eastern Taiwan. Seven participants from the school were interviewed including the principal, three teacher leaders, and three school teachers and the interview transcriptions were analyzed. This study reached five conclusions: 1) the collaborative instructional leadership team develops an effective learning through professional co-learning, collaboration and task orientation; 2) being non-restricted by the original role is crucial for the success of the collaborative instructional leadership team’s internal operation ; 3) the conversion and fulfillment of role functions and the promotion of practice orientation are essential strategies for collaborative instructional leadership teams; 4) creating fair, sincere, and pragmatic conversation situations can build an effective communication platform for collaborative instructional leadership teams and school teachers; 5) the collaborative instructional leadership team’s operation can simultaneously improve the professional knowledge and leadership willingness of team members and school teachers. Lastly, this study further proposed suggestions for practical application and future research.http://jepr.ntue.edu.tw/contents/list/detial.asp?id=165collaborative instructional leadershipinstructional leadershipteacher leadership |
| spellingShingle | Jen-Ning Liou Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders Journal of Educational Practice and Research collaborative instructional leadership instructional leadership teacher leadership |
| title | Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders |
| title_full | Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders |
| title_fullStr | Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders |
| title_full_unstemmed | Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders |
| title_short | Collaborative Instructional Leadership: A Case study of Elementary School Principal and Teacher Leaders |
| title_sort | collaborative instructional leadership a case study of elementary school principal and teacher leaders |
| topic | collaborative instructional leadership instructional leadership teacher leadership |
| url | http://jepr.ntue.edu.tw/contents/list/detial.asp?id=165 |
| work_keys_str_mv | AT jenningliou collaborativeinstructionalleadershipacasestudyofelementaryschoolprincipalandteacherleaders |