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Behaviors of Teacher Leaders in the Classroom

Received: 3 December 2018     Accepted: 14 December 2018     Published: 10 January 2019
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Abstract

Behaviors of teachers within the classroom should exhibit leadership skills along with effective teaching skills. These two skills sets should occur simultaneously in the behavior of teachers when they are teaching their students within the classroom. Research shows that effective teachers behavior is the most important factor contributing to students’ academic growth within the classrooms of schools serving the K-12 student populations. During the past two decades, there has been a significant increase in the scholarly research conducted on teacher leadership and it, potentially, affects the increase in student academic growth. However, most of this research on teacher leadership have focused on the role of teacher leadership outside the classroom. Currently, there are limited investigations that focuses on the effects on students’ academic growth when teachers’ leaders lead from within their classrooms. This study investigates the impact teacher leadership have on students’ academic growth as well on the teaching profession in general when teacher leaders lead from their classrooms. This study also investigates the importance of school administrators promoting and supporting teachers who lead from within their classroom.

Published in Psychology and Behavioral Sciences (Volume 7, Issue 6)
DOI 10.11648/j.pbs.20180706.12
Page(s) 104-108
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Leader, Teacher Behavior, Teacher Leadership, Students Achievement, Student Growth

References
[1] Lieberman, A., & Miller, L. (2011). Teacher leadership (Vol. 17). John Wiley & Sons.
[2] Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” tell us? Education Researcher, 31(9), 13–25.
[3] Lieberman, A., & Miller, L. (2008, June). Teachers as leaders. In The educational forum (Vol. 69, No. 2, pp. 151-162). Taylor & Francis Group.
[4] Hunzicker, J. (2017). From Teacher to Teacher Leader: A Conceptual Model. International Journal of Teacher Leadership, 8 (2), 1-27.
[5] Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2014). How leadership influences student learning.
[6] Lieberman, A., & Friedrich, L. D. (2010). How Teachers Become Leaders: Learning from Practice and Research. Series on School Reform . Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027.
[7] Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? Results from a national US survey. School effectiveness and school improvement, 21 (3), 315-336.
[8] Hattie, J. (2003) Teachers Make a Difference: What Is the Research Evidence? Distinguishing Expert Teachers from Novice and Experienced Teachers. Australian Council for Educational Research (ACER) Annual Conference on: Building Teacher Quality.
[9] Pounder, J. S. (2016). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management Administration & Leadership, 34 (4), 533-545.
[10] Oqvist, A., & Malmstrom, M. (2018). What motivates students? A study on the effects of teacher leadership and students’ self-efficacy. International Journal of Leadership in Education, 21 (2), 155-175.
[11] Bolkan, S., & Goodboy, A. K. (2009). Transformational leadership in the classroom: Fostering student learning, student participation, and teacher credibility. Journal of Instructional Psychology, 36 (4), 296.
[12] Wilmore, E. L. (Ed.). (2007). Teacher leadership: Improving teaching and learning from inside the classroom. Corwin Press.
[13] Sugg, S. A. (2013). The relationship between teacher leadership and student achievement.
Cite This Article
  • APA Style

    Louis L. Warren. (2019). Behaviors of Teacher Leaders in the Classroom. Psychology and Behavioral Sciences, 7(6), 104-108. https://doi.org/10.11648/j.pbs.20180706.12

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    ACS Style

    Louis L. Warren. Behaviors of Teacher Leaders in the Classroom. Psychol. Behav. Sci. 2019, 7(6), 104-108. doi: 10.11648/j.pbs.20180706.12

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    AMA Style

    Louis L. Warren. Behaviors of Teacher Leaders in the Classroom. Psychol Behav Sci. 2019;7(6):104-108. doi: 10.11648/j.pbs.20180706.12

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  • @article{10.11648/j.pbs.20180706.12,
      author = {Louis L. Warren},
      title = {Behaviors of Teacher Leaders in the Classroom},
      journal = {Psychology and Behavioral Sciences},
      volume = {7},
      number = {6},
      pages = {104-108},
      doi = {10.11648/j.pbs.20180706.12},
      url = {https://doi.org/10.11648/j.pbs.20180706.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20180706.12},
      abstract = {Behaviors of teachers within the classroom should exhibit leadership skills along with effective teaching skills. These two skills sets should occur simultaneously in the behavior of teachers when they are teaching their students within the classroom. Research shows that effective teachers behavior is the most important factor contributing to students’ academic growth within the classrooms of schools serving the K-12 student populations. During the past two decades, there has been a significant increase in the scholarly research conducted on teacher leadership and it, potentially, affects the increase in student academic growth. However, most of this research on teacher leadership have focused on the role of teacher leadership outside the classroom. Currently, there are limited investigations that focuses on the effects on students’ academic growth when teachers’ leaders lead from within their classrooms. This study investigates the impact teacher leadership have on students’ academic growth as well on the teaching profession in general when teacher leaders lead from their classrooms. This study also investigates the importance of school administrators promoting and supporting teachers who lead from within their classroom.},
     year = {2019}
    }
    

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    AB  - Behaviors of teachers within the classroom should exhibit leadership skills along with effective teaching skills. These two skills sets should occur simultaneously in the behavior of teachers when they are teaching their students within the classroom. Research shows that effective teachers behavior is the most important factor contributing to students’ academic growth within the classrooms of schools serving the K-12 student populations. During the past two decades, there has been a significant increase in the scholarly research conducted on teacher leadership and it, potentially, affects the increase in student academic growth. However, most of this research on teacher leadership have focused on the role of teacher leadership outside the classroom. Currently, there are limited investigations that focuses on the effects on students’ academic growth when teachers’ leaders lead from within their classrooms. This study investigates the impact teacher leadership have on students’ academic growth as well on the teaching profession in general when teacher leaders lead from their classrooms. This study also investigates the importance of school administrators promoting and supporting teachers who lead from within their classroom.
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Author Information
  • Department of Elementary and Middle Grades Education, East Carolina University, Greenville, USA

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