Missteps in Team Leadership
The Experiences of Six Novice Teachers in Three Urban Middle Schools
Bibliographic Data
| ID | 10856210 |
|---|---|
| Authors | Mavis G Sanders (0000-0002-5292-6986, Johns Hopkins University, corresponding author) |
| Year | 2006 |
| Volume | 41 |
| Issue | 3 |
| Pages | 277-304 |
| Publication date | 2006-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085906287903 |
| OpenAlex | W2136843462 |
| Language | EN |
| Citations received | 6 |
| References cited | 14 |
This study explores novice teachers’ experiences as team leaders for school-community partnerships. Six focal teachers who were enrolled in an MA program in teacher development and leadership were recruited for the study. The focal teachers volunteered to serve as leaders of a reading-focused community involvement activity as members of their schools’ improvement teams. Based on the focal teachers’ experiences, this article describes obstacles to collaboration and three responses to these obstacles (neglecting the process to get the job done, doing too much with too little, and failing to follow through) that influenced the outcomes of the activities. These findings are discussed in light of current school reform efforts that rely on team structures and approaches
Educational leadership · Instructional leadership · Medical education · Pedagogy · Political science · Process (computing) · Public relations · Reading (process) · Teacher Leadership · Diverse Education Studies and Reforms · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
The Theoretical and Empirical Basis of Teacher Leadership
Towards a theoretical model of middle leadership in schools
Teacher’s readiness for leadership – a strategy for school development
Fostering teachers’ readiness for leadership roles
Development and Validation of Scores on the Distributed Leadership Inventory
Teachers’ Organizational Commitment
| Citations per year | 0.35 |
|---|---|
| Citation span | 2009 - 2024 (16) |
| Highly cited | No |