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A personal Leadership Statement

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorAlvarez Corcho, Maria Venancia
dc.contributor.authorFabra Jaraba, Yurleidys Rosa
dc.date.accessioned2022-03-22T20:22:18Z
dc.date.available2022-03-22T20:22:18Z
dc.date.issued2022-03-17
dc.description.abstractLeadership has been an uncertain term. Many people have defined it, fixing it to their necessities and taking into account the environment in which their leadership is developed; however, the term does not have an exact meaning yet. This paper gives an original and different point of view and understanding of what leadership is. Also, the assumptions that teacher leaders face, empowerment, and future implications for current practices are addressed. In this statement, we report on studies where authors defined the concept of leadership empowerment that can be applied to us as future teacher leaders. The idea is to implement the concept itself as a tool that helps us develop and apply strategies in educational leadership to provide feasible solutions.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityMonografíasspa
dc.description.tableofcontentsOur Leadership Profile.........................................spa
dc.description.tableofcontentsAbstract...........................................................................spa
dc.description.tableofcontentsIntroduction............................................................... 1spa
dc.description.tableofcontentsOur Assumptions................................................... 2spa
dc.description.tableofcontentsLeadership Empowerment and Implication for the Future....... 8spa
dc.description.tableofcontentsConclusion.................................................................. 10spa
dc.description.tableofcontentsReferences.................................................................. 11spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/5021
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsLeadership: educational leadershipeng
dc.subject.proposalLiderazgo: liderazgo educativospa
dc.titleA personal Leadership Statementspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesAntonakis, J., Cianciolo, A., & Sternberg, R. (2004). Leadership: Past, present, and future. In K. Delgado. (Ed.) The nature of leadership (pp. 3-15). Sage Publications, Inc.spa
dcterms.referencesBry, N. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational Administration Quarterly, 39(3), 370-397.spa
dcterms.referencesDay, D. V. (2012). The nature of Leadership. (2nd ed.) SAGE.spa
dcterms.referencesDove, M., & Honigsfeld, A. (2010). ESL co-teaching and collaboration: Opportunities to develop teacher leadership and enhance student learning. TESOL Journal, 1(1), 3-22.spa
dcterms.referencesHogan, R., & Kaiser, R. (2005). What we know about leadership. Review of general psychology, 9(2), 169-180.spa
dcterms.referencesHunter, S., Bedell-Avers, K., & Mumford, M. (2007). The typical leadership study: Assumptions, implications, and potential remedies. The Leadership Quarterly, 18(5), 435-446.spa
dcterms.referencesMarks, H., & Printy, S. (2003). Principal leadership and school performance: An integration of transformational and instructional leadership. Educational administration quarterly, 39(3), 370-3spa
dcterms.referencesOjuola, J. (2020). Safety leadership in the oil and gas industry: The mediating role of complexity science principles. [Doctoral Dissertation, University of Griffith]. UOG Campus Repository. https://research- repository.griffith.edu.au/bitstream/handle/10072/400463/Ojuola,%20John_Final%20Thesis_redacted.pdf?sequence=1spa
dcterms.referencesParsons, R. (1991). Empowerment: Purpose and practice principle in social work. Social work with groups, 14(2), 7-21spa
dcterms.referencesPerkins, D., & Zimmerman, M. (1995). Empowerment theory, research, and application. American journal of community psychology, 23(5), 569-579.spa
dcterms.referencesRapport, J. (1984). Studies in empowerment: Introduction to the issue. Prevention in Human Services, 3, 1-7.spa
dcterms.referencesSellami, A., Sawalhi, R., Romanowski, M., & Amatullah, T. (2019). Definitions of educational leadership–Arab educators’ perspectives. International Journal of Leadership in Education, 1-20. https://doi.org/10.1080/13603124.2019.1690701 Zaccaro, S., Rittman, A. & Marks, M. (2001). Team leadership. The leadership quarterly, 12(4), 451-483.spa
dcterms.referencesZaccaro, S., Rittman, A. & Marks, M. (2001). Team leadership. The leadership quarterly, 12(4), 451-483.spa
dcterms.referencesZhang, X., & Bartol, K. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53(1), 107-128.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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