Exploring Teachers' Leadership Roles in Pakistani Context | A Case Study of Teacher Leadership Practices

Tajuddin Sharar

ISBN 10: 3659227145 / ISBN 13: 9783659227141

Published by LAP LAMBERT Academic Publishing, 2012

About this Item

Exploring Teachers' Leadership Roles in Pakistani Context | A Case Study of Teacher Leadership Practices | Tajuddin Sharar | Taschenbuch | 104 S. | Englisch | 2012 | LAP LAMBERT Academic Publishing | EAN 9783659227141 | Verantwortliche Person für die EU: preigu GmbH & Co. KG, Lengericher Landstr. 19, 49078 Osnabrück, mail[at]preigu[dot]de | Anbieter: preigu.

Seller Inventory # 106222216

Bibliographic Details

• Title: Exploring Teachers' Leadership Roles in Pakistani Context | A Case Study of Teacher Leadership Practices
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2012
• Language: English
• ISBN 10: 3659227145
• ISBN 13: 9783659227141
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 7D millimeters 220 millimeters width by 150 millimeters height by 7 millimeters depth
• Weight: 173 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

The notion of educational leadership has been equated with formal and positional leadership in the past. However, the notion of shared leadership, parallel leadership, distributed leadership; instructional leadership and teacher leadership have emerged. This book sheds lights on teachers’ conceptualization and practices of teacher leadership in one of the elementary schools in Pakistan. The findings reveal that how teachers’ self-image as leaders inform their efforts of personal capacity building and their roles and practices as instructional leaders. Moreover, this book reports the findings that teachers take on leadership roles while developing collegial culture in schools, providing professional support to other teachers and developing good relationship with parents. The instructional leadership styles of participant teachers found to be informed by their own beliefs of learning and their circle of influence as teacher leaders is determined by their formal positions in the school. This book reports that participant teacher beliefs of learning inform their instructional leadership styles and their perceptions of school leadership inform their own roles as teacher leaders

About the Author

Tajuddin Sharar is a PhD scholar of Aga Khan Uiversity-Institute for Educational Development (AKU-IED) Karachi Pakistan. He has been a teacher and teacher educator in developing context like Pakistan. He has a number of international publications and participated in international conferences on leadership and pedagogy.