Africa Education Review Pub Date : 2021-07-26 , DOI: 10.1080/18146627.2021.1954535 Vuyisile Msila 1
Abstract
Teachers who lack professional maturity will never be able to be responsible teacher leaders; hence, school leaders who strive for school improvement constantly try to introduce various alternative practices, and teacher leadership may be among these. Teacher leadership is defined in numerous ways: Some understand it as teachers who have taken on leadership roles and additional professional responsibilities. The major argument in this paper is that teachers need to be professionally matured if they are to be able to be effective teacher leaders. Effective schools are likely to be those where leadership permeates throughout the entire organisation. This qualitative study was conducted in two Gauteng and two Eastern Cape historically black schools, and data were collected through interviews and observations. The results demonstrate that there are several reasons as to why some teachers may fail or be reluctant to be teacher leaders. Furthermore, the study reveals that teacher leadership needs visionary school leaders who will employ the critical practices of teacher leadership to attain school improvement.
中文翻译:
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重新审视南非的教师领导力:对四所学校的研究
摘要
缺乏专业成熟度的教师永远无法成为负责任的教师领导者;因此,努力改善学校的学校领导不断尝试引入各种替代做法,教师领导力可能就是其中之一。教师领导有多种定义:有些人将其理解为承担了领导角色和额外专业责任的教师。本文的主要论点是,如果教师要成为有效的教师领导者,他们就需要在专业上成熟。有效的学校很可能是领导力渗透到整个组织的学校。这项定性研究是在两所豪登省和两所东开普省历史悠久的黑人学校进行的,数据是通过访谈和观察收集的。结果表明,一些教师可能会失败或不愿成为教师领导者的原因有很多。此外,该研究表明,教师领导需要有远见的学校领导,他们将采用教师领导的关键实践来实现学校的改进。