Contemporary Issues in Teacher Leadership: Implications for Knowledge Production and Policy Making
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Abstract
Leading from the middle has become an important trend in the education field (Hargreaves, 2023; Hargreaves & Shirley, 2020). As such, teacher leadership is recognised as an important component of school leadership in the field of educational management and leadership studies (Ding & Thien, 2022; Liu, 2021; Shen et al., 2020). Promoting teacher leadership could inform education improvement. The existing knowledge base of teacher leadership focuses on the definitions of teacher leadership and characteristics of teacher leadership as well as the school- and individual-level factors that shape the enactment of teacher leadership (Nguyen et al., 2019; Wenner & Campbell, 2017; York Barr & Duke, 2004). The recent literature has shown a paradigm shift in the development of various locally based teacher leadership scales and the impact of local culture on teacher leadership (Pan et al., 2023). The literature suggests further exploration of conceptual clarity, more cross-cultural exploration of teacher leadership studies, investigation of the “dark side” of teacher leadership (Schott et al., 2020), and inquiry into the effects of teacher leadership on student outcomes (Nguyen et al., 2019; Wenner & Campbell, 2017). As such, it is time to enrich and expand the teacher leadership literature since tremendous shifts in educational policies and school reform in the 21st century have accelerated the momentum to reshape the global educational landscape. With respect to this concern, this themed issue, “Contemporary Issues in Teacher Leadership: Implications for Knowledge Production and Policy Making” aims to offer new insights to international readers based on robust empirical findings.
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References
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