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Have you ever deeply considered the intersections between research and education, particularly for second-level students? Traditionally, the convergence of these two realms is most often noted when considering the integration of research findings into educational practices or the involvement of, typically a small number, of students in research activities. While these practices have demonstrated efficacy, the fields of scientific research and education are evolving rapidly, necessitating a reevaluation of how we can optimize their convergence. In our discourse, we delve into these evolving trends, uncover the potential for greater integration, and, ultimately, enhance outcomes using the citizen science initiative Kefir4All as an illustrative example.

Teachers' learning leadership is one of important facets to students' quality of independent learning. This should be well constructed by sustainable action and transformational of change. The aims of this research are: 1) to measure how valid and reliable both sustainable action and transformation of change are in the construction of learning leadership model and 2) how learning leadership correlates to independent learning. This is a case study which applies quantitative descriptive method. The data were collected by using a 5-Likert scale questionnaire comprises the indicators of sustainable action, transformation of change and independent learning. This questionnaire was distributed to 59 Elementary teachers of three areas in West Jakarta, Indonesia. The data were analyzed by using SEM PLS and statistical analysis of regression. The findings revealed that both sustainable action and transformational of change were valid and reliable in the construction of learning leadership model. Besides, the analysis of regression showed that learning leadership was significantly correlated to independent learning.

This hermeneutic phenomenology addressed the problem of falling teacher retention rates of K-12 teachers due to teacher burnout by exploring the lived experiences of teacher leaders and how they are motivated by physical artifacts. The theory framing this study is thing theory. Thing theory framed the study by exploring life experience and the relationship between teacher leaders and their things. The study offered additional information on the use of physical artifacts in qualitative research and the object discussion. This hermeneutic phenomenology used a triangulation of data collection including the semi-structured interview, object discussion, and in-person interviews. The research study setting was a K-12 charter school incorporated in rural Southeastern United States. The study included 16 teacher leaders from grades 2-12. Eligible candidates earned a qualifying score between 124 and 155 on the pre-screening survey, a valid and reliable tool adapted from two specific teacher leadership instruments. Findings suggest that teacher leadership creates positive experiences for teacher leadership and that physical artifacts motivate teacher leaders by creating a relational bridge and affirming professional choice.

Creating an environment where teachers feel trusted and responsible is not just a suggestion but a necessity. In this essay, I underline the indispensable role of school leaders in balancing autonomy and accountability and acknowledge the fact that empowered teachers are the cornerstone of engaging and successful learning environments. I discuss the crucial role of teacher agency in fostering effective education and strongly advocate for the primacy of trust building, collaboration, tailored professional development, and teacher leadership within schools and districts. It is expected that restoring teacher agency will yield positive student outcomes like clear goal setting and expectations, supportive feedback and evaluation, and ongoing professional learning. Leadership initiatives that prioritize trust, collaboration, teacher autonomy, and tailored professional development contribute significantly to the restoration of teacher agency. This essay underscores the significance of restoring teacher agency in the interest of building resilient and adaptive schools to meet diverse student needs in the ever-changing educational environment. A commitment to valuing educator expertise, dedication, and leadership is a crucial step in shaping the future landscape of education.

This study aimed to investigate how English teachers' identity (ETI) levels vary based on different sociodemographic backgrounds in Algeria. To this end, a survey research design was adopted by utilizing a questionnaire as research instrument: The first of section elicits information about teachers' background information, including age, professional title, teaching experience, leadership position, salary level, and family condition. The second section is Yan's (2024) 19-item English Teacher Identity Measure (ETIM) to measure the teachers' levels of ETI, which consists of four indicators: self-efficacy (SE), future perspective (FP), teacher belief (TB), and career perception (CP). By using convenience sampling, an online questionnaire was emailed to 170 tertiary EFL teachers from different regions in Western Algeria, and 105 teachers voluntarily participated in this study. 30 of them participated in the pilot study and the remaining 75 teachers' responses were analyzed using SPSS. The data revealed significantly different ETI levels according to years of teaching experience. The findings showed that teachers who scored the lowest ETI levels were PhD holders, lecturers, teachers of the 1980s generation and middle-level leaders. This study informs teacher management and teacher educators of those particular teacher groups that need more support.

This research aimed to investigate by utilizing the Research and Development (R&D) methodology, to yield innovative educational outcomes. The focus was on efficiently deriving educational innovations from experimental research that had been conducted in field settings. The intended applicability of the research findings was directed towards benefiting schools that serve as the target population, and thereby, facilitating the widespread dissemination of the research outcomes. This educational innovation took the form of an online self-training program, which was comprised of two distinct projects. Firstly, there was the Teacher Development Project, which encompassed seven modules designed for the professional growth and learning of educators. Secondly, the Teacher-Led Learning Enhancement Project consisted of modules that were intended to be practically applied by teachers in facilitating the translation of the acquired knowledge into student development, with a single module dedicated to this aspect. The experimental research results from the first project revealed that those teachers belonging to the experimental group (consisting of 13 individuals) had attained post-test scores by the 90/90 standard. Furthermore, the scores exhibited statistical significance, given that these scores had been higher than the scores obtained from the pre-test. In addition, the experimental research findings from the second project revealed that the target group of students, who benefited from the developmental intervention (210 individuals), had exhibited post-test scores that had been significantly higher than their respective pre-test scores. This factor demonstrated that the utilization of the Research and Development (R&D) methodology in this study had resulted in the development of an educational innovation termed "Online Self-Training Program to Enhance Teacher Learning for Student Development: The Case of Collaborative Leadership Skills." The effectiveness of this innovation aligned with the research hypotheses, and thereby demonstrated that the program could be beneficially applied to teachers and students in those schools that serve as the target population. Consequently, the research outcomes can be disseminated for future use and implementation.

This study investigated the role of administrative support in the correlation between teachers' perceptions of organizational support and their levels of leadership. This study adopts a relational screening model. The study population consisted of teachers in elementary, middle, and high schools. The sample consisted of 304 teachers selected through convenience sampling. Data were collected using the "Organizational Support Scale," "Administrative Support Scale" and the "Teacher Leadership Scale." The findings indicate significant positive relationships between teachers' perceptions of organizational support, perceptions of administrative support, and their levels of leadership. When examining whether administrative support mediated the impact of organizational support on teacher leadership, significant effects were observed on the paths connecting organizational support, administrative support, and teacher leadership. Specifically, the paths from organizational support to teacher leadership through administrative support were significant, whereas the direct pathway from organizational support to teacher leadership was not, suggesting that administrative support fully mediated this model. Considering these research findings and the existing literature, it is advisable to structure organizational support and administrative practices that foster teacher leadership in both in-school and out-of-school settings by legal regulations.

This article captures lessons learned while coaching a team of writing teachers across a poetry writing unit of study. Because of the heightened pressure of successful implementation of curricular programs, coaching can become focused solely on implementation of resources with fidelity, which can neglect the art of teaching. This article captures coaching techniques used to shift away from conformity and towards transformation in teaching.

The purpose of this study is to determine the relationship between the GPA of graduates of social majors at National Technical University «Kharkiv Polytechnic Institute» (Ukraine) with the results of the entrance assessment, learning motivation, achievement motivation, and perception of teacher leadership, based on the correlation and regression analysis of the study with a total of 502 respondents. Results of the presented study demonstrate a significant correlation between the level of academic success and the level of educational and cognitive motivation of graduates (r = 0.644, ? < 0.010). A less strong connection was found between graduates' GPA and the entrance examination results (r = 0.502, ? < 0.010). The weakest, albeit statistically significant, relationship is between GPA variables and students' perception of teacher leadership (r = 0.160, p < 0.010), as well as between GPA and motives for creative self-realization (r = 0.139, ? < 0.010). The article also carried out a correlation analysis for groups of students by level of education, form of study, majors, and gender of respondents. Obtained results are discussed with the purpose of improving the procedure for selecting applicants for admission to universities and improving the educational process.

Some secondary school principals are complaining about teachers' reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers' lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers' attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

The past 10 years have seen a major shift in English and English as a Second Language (ESL) placement and pedagogy in California's Community Colleges (CCC), driven by a developmental education reform movement known as acceleration. Popularized by the faculty-led California Acceleration Project (CAP), the acceleration movement focused on reducing or eliminating prerequisite pathways in English and math due to a decade's worth of state-wide data showing that each level of remediation statistically reduced a student's chances of ever reaching or completing the first transfer-level course in the respective discipline (Hern & Snell, 2010). Faculty from many of the state's 117 community colleges participated in CAP's communities of practice, starting with the first cohort in the academic year 2011-2012, and returned to develop accelerated pathways at their own colleges. As these models proved successful and the data supporting acceleration mounted, CAP leaders joined forces with the College Futures Foundation and other partners to lobby for legislative action to compel a system-wide change. The resulting legislation, Assembly Bill 705 (Cal. Assemb., 2017), was signed into law in October 2017 and implemented as of January 1, 2018. This law required that all state community college districts maximize the probability that incoming students would access and complete their first transfer-level English and math class within a year of first enrolling and that students who enrolled in ESL courses would access and complete their first transfer-level English class within three years of first enrollment (Rodriguez et al., 2022).

This research aims to examine the mediation effect of teaching behaviour in the relationship between teachers' transformational leadership practices and students' interest in science. A non-experimental quantitative approach was used, with a total of 250 students from secondary private schools in Malaysia participating voluntarily as respondents in the study. Google Form questionnaires were distributed through email for data collection. The findings indicated significant positive associations between teachers' transformational leadership practices, teaching behaviour, and students' interest in science, as revealed by correlation and regression analyses. Mediation analysis demonstrates that teachers' teaching behaviour partially mediates the relationship between transformational leadership and students' interest in science. This study emphasizes the importance of effective teaching behaviour in fostering students' interest in science, providing valuable insights for educational policymakers, school administrators, and teachers in promoting science education and improving students' academic achievement.

The purpose of this essay is to discuss the impact of the EdD experience on one teacher's understanding of data and research. From a first-person narrative, the author shares how learning to collect and analyze qualitative data has the potential to change the way teachers can engage with "data-driven decision making" in a high school setting. By exploring one scholar practitioner's personal evolution demonstrates the potential of qualitative research as a tool for both teachers and site administrators tackling stubborn challenges on our campuses. Includes examples of qualitative data sets collected on site and how data informed and inspired further work.

The purpose of this study is to determine whether increasing the use of project-based learning (PBL) by madrasa aliyah teachers in Indonesia enhances their capacity in leadership competences. This study employed a quasi-experimental approach to investigate how project-based learning (PBL) is connected with teachers' leadership competency and analyzed the data using a t-test. In general, we found that the PBL program positively affected the leadership competence of madrasa teachers in Islamic religious education learning. Also, that the PBL program positively affected students' perceptions of the level of effort a teacher exerted to provoke interest. Estimating an instrumental variable approach on the subset of schools with the most substantial increase in PBL use found that PBL was positively related to teachers' perceptions of class preparation, attempts to induce teacher interest, and the frequency with which students share ideas in class. This study introduces teaching practice as a mediating factor that affects the leadership competence of madrasa teachers, a contribution to the literature that seeks to understand the development of madrasa teachers' leadership competencies in Islamic religious education learning. This research has implications for developing the PBL model in improving the leadership competence of madrasa teachers in learning Islamic religious education.

The purposes of this study were to: 1) identify instructional leadership of teachers, 2) develop the Instructional leadership indicators of teachers, 3) investigate the goodness-of-fit between the structural model of instructional leadership indicators of teachers and empirical data, and 4) produce a user manual of the instructional leadership indicators of teachers in educational opportunity expansion schools under the Primary Educational Service Area Offices in the northeast. The study was divided into four phases. The findings were as follows 1. The components of instructional leadership of teachers in educational opportunity expansion schools consisted of seven components, namely 1) self and other teacher development, 2) curriculum development ability, 3) learning management ability, 4) learning assessment and evaluation ability, 5) transformational leadership, 6) learning exchange ability and 7) moral and ethics. 2. The indicators of instructional leadership of teachers in educational opportunity expansion schools comprised seven principal components, 25 sub-components and 98 indicators. All principal components achieved the mean scores at high level of appropriateness 3. The indicator structural model of instructional leadership of teachers in educational opportunity expansion schools was congruent with empirical data. (Chi-Square=202.84, df=176, p=0.08095, GFI=0.97, AGFI =0.95, RMSEA=0.016, CN=668.53) and 4. The user manual of the instructional leadership of teacher indicators in educational opportunity expansion schools under the Primary Educational Service Area Offices in four aspects obtained the Index of item-objective congruence (IOC) at 1.00 indicated that the user manual was appropriated to be implemented.

This article describes the Boston Teacher Leadership Certificate program created to expand teachers' capacity for teacher leadership roles. The professional learning was designed to strengthen teachers' leadership skills while also paying attention to whether and under what conditions they were more successful in their roles. To monitor the program's impact, the Boston Teacher Leadership Certificate program used four data routines: comparing pre-and post-course surveys, analyzing exit slips, reviewing online discussions, and looking together at student work. These routines supported collaborative inquiry, shared ownership for the quality of the work, and learning at all levels. At the end of the professional learning, 95% of course participants indicated that the course would improve their ability to have a positive impact on others' teaching practice, and 91% felt that the course would have a positive impact on their own teaching practice.

This study, conducted within a Finnish teacher education program, examined student teachers' perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers (n = 15) and examined using qualitative content analysis. Katzenmeyer and Moller's leadership development for teachers model was utilized as the theoretical framework. The results indicate that through collaboration, the student teachers developed leadership skills, especially in personal assessment and influencing strategies, but need more support to be able to better recognize these skills as leadership skills.

Purpose: Prior research shows wide variation in student learning across contexts during the COVID-19 pandemic, but less is known about "why" such variation occurred or how particular response approaches may help districts navigate future crises. Research methods: Drawing on crisis leadership and organizational theory, we conducted a multiple case study of pandemic response across five school districts in Michigan that performed better-than-predicted on benchmark assessments during the 2020-21 school year. We interviewed 46 district, school, and teacher leaders across district cases and analyzed data using comparative case study methods. Findings: We find that local leaders relied on existing resources such as staff-student relationships, school-family relationships, and curricula and instructional models to address foundational needs stemming from the pandemic. These resources were part of each district's distinct approach to supporting student learning prior to the pandemic and provided a reliable path forward amidst ongoing uncertainty and disruption. When previous approaches were not aligned to external demands, local leaders leveraged staff expertise, staff collaboration, and school-family relationships to develop new teaching and learning approaches. In-person and hybrid districts adapted to create safe in-person learning environments, while remote and hybrid districts adapted to use technology to engage students in distanced learning and personalized academic support. Implications: Our findings shed light on pandemic response approaches that other districts can adopt in future crises and resources that need to be cultivated and distributed across districts to support crisis response. We contribute new insights on the interplay between leadership and organizational capacity during crisis response.

Having survived the disruptive global pandemic, the higher education community is believed to grow to be more adaptive and resilient. As contributors to the new 'normal', yet evolving post-pandemic state, faculty have been painstakingly working to support students' learning and human needs during the COVID-19 pandemic. Research documents faculty have enacted a collection of measures to respond to students' adversities inside and outside the educational space when the pandemic gave rise to a global crisis in the past several years. Yet, few studies have offered an in-depth interpretation of how faculty conceived of, selected, and implemented those responses, approaches and strategies. Guided by a crisis response model, we conducted a qualitative inquiry in an effort to unveil this process. 14 faculty who were from the college of education in a national university in United States and varied in career stages and teaching experience participated in the study. Data were derived from one-on-one semi-structured interviews. Thematic analysis was employed for data analysis. The study yielded three themes: Supporting from a place of humanization; turning downsides up; and adhering to the standard. The themes reflect that the faculty exuded the capabilities and attributes characterizing the crisis leadership. The findings hold for faculty and institutions the implications that promise to gear up the higher education community for contingencies, crises and uncertainty in the future.

Teacher leadership is a critical aspect of school change while there is lack of a consistent definition for it. This examines teacher leadership conceptualization and its associated outcomes. The review of 33 articles published 2018-2023 focused on teacher leadership in K-12 setting, found that many authors relied on established definitions, with few offering their own interpretations. These articles depict teacher leadership as an informal and individual form of leadership. The analysis revealed outcomes of teacher leadership at school development level; teacher-level benefits including professional growth; and student-level impacts such as increased achievement and motivation.

Educators worldwide are engaged in efforts to improve teaching and learning through teachers' collaborations in learning communities and networks. Teacher leadership has played a crucial role in such communities or networks. This study focused on a teacher professional development program in mainland China, the Master Teacher Studio, in which a group of teachers from different schools learn from a master teacher. The study explored how the master teacher enacted leadership strategies to facilitate participants' professional development and how the community can develop sustainably. Through a qualitative case study analysis, the study summarizes five major strategies, namely, establishing a shared value and specific goals, structuring through rules and collaboration, developing people by scaffolding and allocating resources, bridging internal and external social capital, and sustaining the community through leadership virtues and role modeling. The results show that teacher leaders in Chinese contexts adopt a combination of multiple strategies to achieve a dynamic balance depending on the developmental stage of the community and members' dynamic needs. Teachers lead the community through an integration of their administrative, professional, and moral leadership. Implications for teacher leadership in communities are further discussed.

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educational professionals. In understanding contemporary education as a 'wicked' problem, this paper explores case studies of inter-school networks in Aotearoa New Zealand (New Zealand) and England through the lens of complexity theory. We focus on how the conditions necessary for complex emergence identified by Davis and Sumara operate and how these conditions, along with their 'enabling constraints', facilitate the emergence of new perspectives and practices that enable the achievement of network objectives. This analysis indicates that where particular forms of leadership are in place, challenges -- such as fragmentation, competition and the absence of social capital -- can be overcome. We argue that network leaders need to balance and bridge three overlapping leadership approaches: operational leadership, entrepreneurial leadership and enabling leadership. We conclude by exploring the implications and insights for school, network and system leaders.

Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues' practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers--National-Board-certified teachers--is understood and enacted in schools. Methods: Survey data from staff in six elementary schools were used to analyze Board-certified teachers' centrality in their schools' work-related social networks. Survey results were used to select 26 participants for semistructured interviews focused on their understandings of the relationships between teaching expertise, Board certification, and leadership, which were analyzed using alternating rounds of open and closed coding. Findings: Board-certified teachers were more central to their schools' networks than non-Board-certified teachers, although Board-certified teachers interacted with one another more than with non-Board-certified teachers. Board-certified teachers were seen as having expanded influence beyond their classrooms, which some saw as supporting their leadership, but others saw as disconnected from, or even undermining, their leadership. Implications for Research and Practice: Teacher leadership requires a supporting infrastructure in the form of leadership positions, routines, and tools that align with leaders' expertise. Developing a shared understanding of teaching expertise is key to Board-certified teacher leadership, as well as other teacher leadership efforts.

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive.

Formal teacher leader programs that develop, position, and reward teachers to work with peers to improve instruction are a growing reform effort in the United States, yet there are few published studies of their efficacy. In this paper, we examine the impacts of one district's teacher leadership program on students' annual state test performance. The program placed full-time instructional coaches and partly released English language arts (ELA) and mathematics content specialists in each of 11 district schools. To assess the program's impact, we examined five years of student-level state test data; two years before the adoption of the intervention and three years afterwards. Using an interrupted time series design, we examined trends in performance before and after the adoption of the intervention. Overall, there were no significant effects in ELA, and a small negative effect in mathematics. By contrast, in the stable sub-sample of students who were in the district for the five years examined in the study, there was a large significant positive effect in mathematics and large but non-significant positive effect in ELA. We conclude with a discussion the implications of these findings for research and policy.

Doctor of Education (EdD) faculty members play a critical role in contributing to the goals and objectives of their institutions. This case study explored EdD faculty member's contributions to the institution's goals and objectives. A comprehensive analysis of the students' assessments has identified several emerging themes. These themes highlighted how EdD faculty members demonstrate expertise and knowledge, contribute to research, provide mentorship and guidance, foster collaboration and community engagement, engage in service and leadership, promote diversity, equity, and inclusion, prioritize professional development and innovation, advocate for evidence-based practice, create a sense of community and belonging, instill a culture of lifelong learning, and serve as institutional ambassadors. Understanding and recognizing these themes is crucial for institutions to support and empower their EdD faculty members effectively. By implementing recommendations such as providing professional development opportunities, fostering collaboration, recognizing excellence, supporting mentorship and advising, promoting diversity and inclusion, encouraging research dissemination and engagement, nurturing a sense of community and belonging, and establishing feedback mechanisms, institutions can enhance the contributions of EdD faculty members to the overall success of their institutions and the field of education as a whole. Future research in this area could further explore the long-term impact of faculty contributions, conduct comparative analyses, examine student outcomes, explore faculty perspectives, investigate institutional support and resources, and explore the impact of collaborative partnerships.

The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.

The use of teacher leadership in PK-12 education has experienced a resurgence since the late 1990s as school leadership models have evolved to include the engagement of diverse stakeholders in school and district leadership processes aimed at improvement efforts. Despite this resurgence, there remain several barriers to understanding the nature of the work in which teacher leaders engage and the contributions that they make. This grounded theory study examined teacher perceptions of teacher leadership, the types of work in which teacher leaders do and should engage, the boundaries of that work, and barriers to teacher leadership. Leveraging interviews with teachers in a large urban school district, we found that teachers function in many domains of work and are eager for pathways to leverage their expertise, but some faced a lack of access to their school's leadership and management space. We conclude by discussing the implications from our findings for school- and district-level leaders, local and state policymakers, and educational leadership preparation programs.

Teacher curriculum leadership is a key driver of curriculum reform in basic education and of improvements in student literacy. The mechanisms that underlie its development therefore constitute an important area of study. This case study analyzed the developmental trajectory of three teachers who became curriculum leaders. Results showed that from the static "macro" perspective, teacher curriculum leadership was generated by developing a sense of autonomous leadership, practicing culture leadership, and achieving an implicit leadership identity. From the dynamic "micro" perspective, teacher curriculum leadership comprised a permeable process of development from lower to higher levels. The study recommends creating an environment that nurtures teacher curriculum leadership by supporting professional competence and collaboration.

The Institute of Teacher Education and Development (INTED) was founded in Accra, Ghana, in 2011, thanks to a fellowship from Stanford University. The institute is a nongovernmental organization whose objective is to improve learner outcomes by supporting the professional growth of educators. At the center of INTED's model is a professional learning initiative for teacher leaders called the Master Fellows Program. The Masters Fellow Program builds the capacity of teachers to become instructional leaders who support professional learning communities, engage other educators in the institute's professional learning activities, share their experiences at conferences and community events, and act as mentors and champions of teachers. Looking into the future, INTED is seeking to expand offerings to include online learning opportunities to ensure that greater numbers of teachers and schools can access its programs at lower costs and improved convenience.

This study aimed to investigate the impact of Artificial Intelligence (AI) on teacher leadership, specifically examining whether AI is expanding or regressing teacher leadership, as perceived by teachers who were using AI in their teaching practices. Using a qualitative research design, the study employed semi-structured interviews to collect data from 13 teachers from five countries. The data were then analyzed using thematic analysis. The findings of the study indicated that the use of AI has the potential to both expand and regress teacher leadership. AI can expand teacher leadership by providing tools for personalization, curriculum development, automating administrative tasks, and supporting professional development. However, AI was also viewed to be regressing teacher leadership, by narrowing the role because technology was taking over some of its aspects. Five sets of competencies were suggested by teachers for teacher leaders to sustain their roles in an AI era. The study concludes that the impact of AI on teacher leadership depends on how it is implemented and integrated into the education system. It highlights the importance of continued research and training in this area to inform future education policies and practices.

With the gradual improvement of open teacher selection mechanisms, the comparison of traditionally and alternatively certified teachers has become one of the international focuses in teacher research. Current studies have compared teachers of different certification pathways from multidimensional perspectives; however, no study has yet compared the differences in curriculum leadership between the two types of teachers. Teacher curriculum leadership is the ability of teachers to collaborate with stakeholders in the curriculum area to promote curriculum optimization and the development of students and teachers, and it includes three dimensions: teachers' curriculum leadership views, practices and identity. This study conducted a comparative analysis of the curriculum leadership of traditionally and alternatively certified teachers based on data from 9,068 teachers of 20 provinces in China. Independent samples t-test and multiple linear regression analysis revealed no significant differences between traditionally and alternatively certified teachers on the overall level of curriculum leadership and the three sub-dimensions of curriculum leadership views, practices, and identity. Theoretically, it provides new evidence for the debate about whether there are differences between the two types of teachers by further corroborating the conclusion that there is no significant difference in the educational effectiveness of traditionally and alternatively certified teachers. Practically, it justifies the rationality of an open teacher selection mechanism and points the way to further reforms in university teacher education.

The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors posit that differences exist in the leadership styles and behaviors of professional educators depending on their role, status, and professional learning journey. Findings from the present study affirm the existence of some of these differences and, thus, could inform future efforts to designate and train teachers for leadership roles based off of these attributes.

This article examines the potential for classroom-based teacher research to support teacher leaders, instructional experts who are committed to examining and improving teaching and learning in schools. The authors share their research examining the intersection of teacher research and teacher leadership. Study participants, practicing teachers in a M.Ed. program, completed electronic open-ended surveys, and participated in group interviews. Findings suggest that conducting teacher research in their classrooms and schools and sharing knowledge of the research process and/or research question or topic beyond the classroom, provided opportunities for teachers to assume both formal and informal leadership positions. Concluding that teacher research can build teacher leader capacity, the authors suggest ways in which schools can support teachers who, by the knowledge, skills, and confidence developed by conducting teacher research, can lead in uncertain times.

This study aims at revealing how basic education teachers, as the foundation of the educational system participating in the Private Creative Drama Instructor/Leadership Program, comprehend the creative drama method and their experiences with this process. The study was designed using the phenomenology qualitative research pattern. The participants consisted of nine teachers (six female and 3 male teachers), working in different branches who completed the first two stages (96 hours of training). Data were collected through unstructured interviews and participant diaries. The data were analyzed using inductive content analysis. Criterion sampling was preferred in the formation of the study group to include situations that meet the determined criteria in the study. The first criterion was that the teachers had taken the first two stages of the drama course as they understood the nature of drama. Participants emphasized the strengths of using creative drama as a method at the end of the course. The findings revealed that drama education and applications contribute to skills such as language, decision-making, and expression skills and have a positive effect on personal development. In addition, getting to know each other in the group is significant in creating a convenient and appropriate setting in drama practice.

Purpose: This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods: A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers' reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings: This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers' professional development in the Chinese context. Originality/Value: This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers.

Teachers grow from sharing their practice and receiving feedback, yet it can be difficult for teachers to welcome others into their classrooms without feeling judged. Observers need to enter teachers' classrooms projecting respect and value for the challenging work of teaching. In this article, we share an approach to visiting classrooms, called "Affirming Learning Walks," that differs in comparison to more typical learning walks, instructional rounds, or classroom observations. Affirming learning walks are hosted by teachers or administrators, conducted with other teachers, designed around eight practices known to support student achievement, and focused only on those productive practices that are present rather than on the absence of practices or areas for improvement. This approach provides an opportunity to value many of a teacher's practices that are productive and encourages teachers to engage in more of the productive practices because they are highlighted and celebrated.

Teacher leaders are valuable members of the school community. However, there is little existing research that explores how teacher leaders shape and enact their roles. In this article we explore how teacher leaders come to understand their role, as well as how principals and other school colleagues interact with teacher leaders and the ways in which those interactions support teacher leader role development. These findings have significant implications in helping us understand how to help teacher leaders develop in their role and the ways in which leaders can foster teacher leadership growth.

Emerging from the COVID-19 pandemic, a school's teacher-leaders draw on an Interactional Ethnographic Approach to co-construct an inquiry community of Professionals Developing Professionals called Depth of Study (DOS). The study examines the three premises that undergird DOS: Making Visible the Invisible through an Interactional Ethnographic Perspective, Culture-in-the-Making, and The Over-Time Nature of Change: Periphery to Center. Through the analysis of three Telling Cases, the authors make visible how each of the three premises learned within the DOS setting affect student learning in the classroom setting.