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Lichao Ma; Hao Yao; Manyuan Sun – Journal of Professional Capital and Community, 2024
Purpose: The study seeks to unpack the effect of distributed leadership on teacher professionalism, and the mediating roles of collaborative learning and relational trust in the Chinese cultural context. Design/methodology/approach: The proposed framework was examined based on the questionnaire data from 522 primary and secondary school teachers…
Descriptors: Foreign Countries, Professionalism, Cooperative Learning, Trust (Psychology)
McGrath, Jason – OECD Publishing, 2023
Co-constructing a long-term sustainable vision on the future of teaching is a policy priority for many countries as society rapidly changes. There is a need to create space in the teacher debate to look forward for inspiration and to learn from contemporary change in other professions, such as the concept of "connective professionalism".…
Descriptors: Educational Change, Sustainability, Teaching (Occupation), Professionalism
Louis, Karen Seashore; Wahlstrom, Kyla – Phi Delta Kappan, 2011
Principals have a strong role to play in forming school cultures that encourage change. Changing a school's culture requires shared or distributed leadership and instructional leadership. A multiyear study found that three elements are necessary for a school culture that stimulates teachers to improve their instruction: 1) Teachers and…
Descriptors: Principals, Administrator Role, School Culture, Instructional Leadership
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Compton, Cynthia M. – Journal of Staff Development, 2010
While there is a growing body of literature promoting a new paradigm of differentiated professional development in which teachers' voices shape learning opportunities, the reality is that much professional development continues in an outdated, top-down mode. Teacher input is rarely solicited to determine the perceptions of teachers regarding their…
Descriptors: Faculty Development, Teacher Attitudes, Participative Decision Making, Surveys
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Margolis, Jason – Teaching Education, 2008
This article explores the social and professional dynamics "when teachers face teachers" seeking to impact colleagues' instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of…
Descriptors: Interprofessional Relationship, Peer Influence, Teaching Styles, Teaching Methods
Lodish, Richard – Principal, 1985
The simultaneous presence of faculty growth and a sense of faculty community can help a good school really shine. This article explores ways in which a school environment supporting these two factors can be developed and maintained, using the private Sidwell Friends Lower School in Washington, D.C., as an example. (PGD)
Descriptors: Educational Environment, Elementary Education, Elementary School Teachers, Faculty Development
Dorsch, Nina – 1994
This study looked at the experience of four high school teachers as they worked to develop a collegial community by implementing the "Connections" program. The teachers were on the faculty at Cedar City High School in southern Ohio where their subjects were, respectively, English, Social Studies, and Physical Science; one teacher was in…
Descriptors: Collegiality, Faculty Development, High Schools, Interdisciplinary Approach
Gappa, Judith M. – AAHE Bulletin, 1984
Six major areas of part-time college faculty employment practices are discussed that illustrate how current practice can be detrimental to part-time faculty performance. Attention is directed to appointment, support services, communication with peers, participation in governance, compensation, and job security. The following areas that require…
Descriptors: College Faculty, Contracts, Employment Practices, Faculty Development
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Twale, Darla J.; Shannon, David M. – Initiatives, 1996
Through a four-part survey, compares male and female faculty (n=51) in terms of their involvement in and perceptions of their participation in campus service, governance, and policy-making activities. Recommends service involvement as a means for women to affect policy and institutional change as well as prepare for future administrative…
Descriptors: College Faculty, College Governing Councils, Faculty Development, Females
Maio, Eugene A.; Buchtel, Foster S. – 1977
Perspectives on the role of the urban university and the development and implementation of team leadership programs are presented. It is suggested that the urban metropolis is a part of the university's mission, and is an extremely complex network of institutional structures, and human resources. The university can respond to urban needs by…
Descriptors: Administrator Role, Change Agents, College Administration, College Faculty
Akron Univ., OH. – 1978
The experiences of the W.K. Kellogg Foundation Program for the Development of Team Leadership at an Urban University as implemented at The University of Akron are described. A brief overview is presented of the goals and objectives of the program and the following activities: full-day class sessions meeting once a week for eight weeks; task…
Descriptors: Administrator Role, Administrators, Change Agents, College Administration
Buchtel, Foster S.; Guzzetta, D. J. – 1977
A program at the University of Akron, Ohio, that focused on teamwork and leadership that is responsive to social change in the urban scene is described, and implications for decision processes are addressed. The university became involved in reviewing, analyzing, and projecting activities and programs relevant to the university's mission through…
Descriptors: Administrator Role, Change Agents, College Administration, College Faculty