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Teacher leadership: A systematic review, methodological quality assessment and conceptual framework
Educational Research Review ( IF 11.7 ) Pub Date : 2020-11-01 , DOI: 10.1016/j.edurev.2020.100352
Carina Schott , Henrico van Roekel , Lars G. Tummers

Abstract This article systematically reviews 93 theoretical and empirical articles and books on the topic of teacher leadership. The included studies are analyzed on the basis of the following themes: (1) definitions of teacher leadership, (2) antecedents of teacher leadership, (3) outcomes of teacher leadership, and (4) methodological quality of studies on teacher leadership. Based on our analysis we develop a conceptual framework unifying the current knowledge about teacher leadership, its definitions, and its antecedents and outcomes at different levels of analysis. We highlight the current methodological limitations of the included studies and point out avenues for further development of the field of teacher leadership. In particular, we call for more (1) conceptual clarity, (2) cross-country research designs, (3) research designs eliminating endogeneity problems, and (4) attention for the potential ‘dark sides’ of teacher leadership.

中文翻译:

教师领导力:系统回顾、方法学质量评估和概念框架

摘要 本文系统地回顾了 93 篇关于教师领导力主题的理论和实证文章和书籍。纳入的研究基于以下主题进行分析:(1)教师领导力的定义,(2)教师领导力的前因,(3)教师领导力的结果,以及(4)教师领导力研究的方法论质量。根据我们的分析,我们开发了一个概念框架,将当前关于教师领导力的知识、其定义及其在不同分析层次上的前因和结果统一起来。我们强调了所纳入研究的当前方法论局限性,并指出了进一步发展教师领导力领域的途径。我们特别呼吁 (1) 概念清晰,(2) 跨国研究设计,
更新日期:2020-11-01
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