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Elements, Contexts, and Attributes of Teacher Leadership Identified by College Professors in Southeastern Mexico

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Title: Elements, Contexts, and Attributes of Teacher Leadership Identified by College Professors in Southeastern Mexico
Language: English
Authors: José Gabriel Domínguez-Castillo, Edith Juliana Cisneros-Cohernour, Julio Isaac Vega-Cauich
Source: International Journal of Educational Leadership and Management. 2024 12(3):297-317.
Availability: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, College Faculty, Teacher Leadership, Instructional Leadership, Teacher Role, Teacher Attitudes, Leadership Role, Leadership Qualities
Geographic Terms: Mexico
ISSN: 2014-9018
Abstract: Teacher leadership has its beginnings in Western countries as a response to fast changes that have taken place in the social, political, and economic environments. Currently in the Latin American context it has become a focus of interest for educational researchers particularly because the incipient research on the topic in these contexts. This study focused on knowing the elements, contexts, and attributes identified by college teachers about teacher leadership southeastern Mexico. All full-time faculty from a college at a public university (50) participated in this study, 20% of whom have formal administrative functions in addition to their teaching. The main findings show that: the main elements that are related to the concept of teacher leadership are behaviors focused on interpersonal relationships and school innovation. Regarding the contexts, the development of teacher leadership is often based on institutional context and collaborative work. Regarding the attributes, special emphasis is placed on interpersonal relationships, change, and individual development and recognition. No significant differences were found in the perceptions of participants who have an administrative appointment and those who do not, regarding the contexts and attributes of teacher leadership, except for the elements of the concept of teacher leadership between men and women. [Note: The page range (296-316) shown on the PDF is incorrect. The correct page range is 297-317.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1454759
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22José+Gabriel+Domínguez-Castillo%22">José Gabriel Domínguez-Castillo</searchLink><br /><searchLink fieldCode="AR" term="%22Edith+Juliana+Cisneros-Cohernour%22">Edith Juliana Cisneros-Cohernour</searchLink><br /><searchLink fieldCode="AR" term="%22Julio+Isaac+Vega-Cauich%22">Julio Isaac Vega-Cauich</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Educational+Leadership+and+Management%22"><i>International Journal of Educational Leadership and Management</i></searchLink>. 2024 12(3):297-317.
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  Data: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink>
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  Data: 2014-9018
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  Data: Teacher leadership has its beginnings in Western countries as a response to fast changes that have taken place in the social, political, and economic environments. Currently in the Latin American context it has become a focus of interest for educational researchers particularly because the incipient research on the topic in these contexts. This study focused on knowing the elements, contexts, and attributes identified by college teachers about teacher leadership southeastern Mexico. All full-time faculty from a college at a public university (50) participated in this study, 20% of whom have formal administrative functions in addition to their teaching. The main findings show that: the main elements that are related to the concept of teacher leadership are behaviors focused on interpersonal relationships and school innovation. Regarding the contexts, the development of teacher leadership is often based on institutional context and collaborative work. Regarding the attributes, special emphasis is placed on interpersonal relationships, change, and individual development and recognition. No significant differences were found in the perceptions of participants who have an administrative appointment and those who do not, regarding the contexts and attributes of teacher leadership, except for the elements of the concept of teacher leadership between men and women. [Note: The page range (296-316) shown on the PDF is incorrect. The correct page range is 297-317.]
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      – SubjectFull: Teacher Leadership
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Leadership Qualities
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      – SubjectFull: Mexico
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