Teacher leadership
Gendered responses and interpretations
Bibliographic Data
| ID | 12330709 |
|---|---|
| Authors | Carolyn Grant (0000-0002-4188-7408, University of KwaZulu-Natal, corresponding author), Callie Grant (Education Leadership and Management (ELM) at the University of KwaZulu-Natal) |
| Year | 2005 |
| Volume | 19 |
| Issue | 65 |
| Pages | 44-57 |
| Publication date | 2005-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Agenda (JOURNAL) |
| Journal identifiers | ISSN: 1013-0950 • E-ISSN: 2158-978X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10130950.2005.9674620 |
| OpenAlex | W1559285714 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
Teacher leadership, which refers to leadership which is more than headship or formal position, is a relatively new concept in South Africa. Within the education management framework of distributive
Pedagogy · Political science · Sociology · Gender Diversity and Inequality · Gender Studies · Global Educational Policies and Reforms · Psychology · Social Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.14 |
|---|---|
| Citation span | 2012 - 2020 (9) |
| Highly cited | No |