This study aimed to investigate the impact of Artificial Intelligence (AI) on teacher leadership, specifically examining whether AI is expanding or regressing teacher leadership, as perceived by teachers who were using AI in their teaching practices. Using a qualitative research design, the study employed semi-structured interviews to collect data…

Purpose: Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for…

Writing is an essential life skill. It is a critical area of literacy instruction and high-stakes assessments. However, emphasis on writing instruction and assessment has not correlated with widespread writing proficiency. Within this context, teachers experience the phenomenon of writing instructional leadership. Teachers' preparation as writers…

We present a model for Professional Development (PD) for in-service generalist primary teachers of science. The Remote Classroom Modelling (RCM) model is specifically designed to address salient challenges in the context of professional isolation. We share the principles that supported the design of this PD prototype, and the insights and lessons…

The worrying decline in the status of primary school science in schools in England has been linked to low teacher confidence in teaching science and to schools being heavily focused on achievement in English and mathematics. This article reports on a novel professional learning strategy that was provided for 23 primary science leaders over five…

The purpose of this study is to determine whether increasing the use of project-based learning (PBL) by madrasa aliyah teachers in Indonesia enhances their capacity in leadership competences. This study employed a quasi-experimental approach to investigate how project-based learning (PBL) is connected with teachers' leadership competency and…

Teachers' assessment practices greatly influence student learning. However, the level of assessment literacy among teachers is inadequate relative to classroom assessment standards and expectations. Assessment literacy includes interpreting results of various assessments, creating assessments that are aligned to learning targets, using assessment…

Teacher leaders are increasingly leading learning conversations in professional learning communities (PLCs) in schools in several parts of the world today, but there is little empirical knowledge of teacher leadership in PLC conversations. Thus, this article aims to enhance such knowledge, particularly the development of teacher leadership in PLC…

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research-practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers'…

The vast literature on teacher professional development (PD) often assumes that the success of a PD programme should be measured by the extent to which the participating teachers accept and adopt, often in a relatively linear chain, the programme of learning, paying insufficient attention to how highly accomplished teachers respond to PD…

This qualitative descriptive study explored how teachers perceive the significance of their leadership and digital pedagogy in fostering students' self-directed learning skills in a digital learning environment. Grounded in transformational leadership theory, Bronfenbrenner's Ecological Systems theory and ISTE standards, the study answered three…

The COVID-19 pandemic required educators to teach using educational technology during remote learning, and as schools transitioned back to in-person learning, qualitative research was needed to understand high school educators' perceptions of technology integration after remote learning. Background literature on the topic was analyzed, including…

This qualitative case study examines how Chinese expert teachers use critical thinking strategies to seek opportunities for professional growth. Taking a practice-oriented perspective, we conceptualise teachers' critical thinking as a series of strategies for improving instructional practice, school engagement, and social service in situated…

Background: Communities of practice (CoP) have been proposed as a promising form of continuing professional development for teachers' learning. However, there remains limited understanding of the processes and factors that sustain teacher-initiated CoP. Purpose: This study provides a qualitative examination of a group of internal leaders'…

During the education emergency, teachers' leadership was indicative of their capacity to stay resilient and innovative in a changed educational environment. This study analyses their capacity to act as leaders and to promote equity in relation to the specific aspects of the French and Italian school systems. A pool of 16 interviews constitutes a…