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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablo
dc.contributor.advisorGonzález Lara, Delia Rosa
dc.contributor.advisorValle Zapata, Liliana Beatriz
dc.contributor.authorCastaño Pacheco, Laura Alexandra
dc.contributor.authorCuadrado Diaz, Daniela
dc.contributor.juryAguas Castillo, Pedro Pablo
dc.date.accessioned2025-07-08T16:32:19Z
dc.date.available2025-07-08T16:32:19Z
dc.date.issued2025-07-04
dc.description.abstractThe field of English language teaching increasingly recognizes the importance of teacher leadership development to meet the demands of dynamic and diverse learning environments. This paper presents a personal leadership statement focused on adaptive leadership as a fundamental strategy for responding to change, fostering collaboration, and promoting reflective teaching practices. This paper offers an original response that articulates our current understanding of leadership, particularly from an adaptive leadership perspective. It explores core assumptions, the role of collaborative learning, empowerment strategies, and future implications for educational practice. The proposed leadership plan reflects our beliefs about shared responsibility, continuous growth, and inclusive instruction, particularly in foreign language contexts. This personal leadership statement marks the beginning of our journey toward building professional communities and setting meaningful goals as future teacher leaders.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsLeadership profileeng
dc.description.tableofcontentsAbstract
dc.description.tableofcontentsIntroduction
dc.description.tableofcontentsOur Assumptions: The Reading & Writing Process
dc.description.tableofcontentsLeadership Empowerment and Implications for the Future
dc.description.tableofcontentsConclution
dc.description.tableofcontentsReferences
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9287
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesBrookhart, S. M. (2017). How to give effective feedback to your students
dc.relation.referencesDaft, R. L. (2018). The leadership experience. Cengage Learning.
dc.relation.referencesDarling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
dc.relation.referencesDay, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
dc.relation.referencesGoleman, D. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press.
dc.relation.referencesHeifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and the world. Harvard Business Press.
dc.relation.referencesJang, S. (2019, August 8–11). Deconstructing the opposition of natural/arbitrary in Coleridge’s theory of language [Paper presentation]. NASSR 2019: Romantic Elements, Chicago, IL, United States.
dc.relation.referencesKonczak, L. J., Stelly, D. J., & Trusty, M. L. (2000). Defining and measuring empowering leader behaviors: Development of an upward feedback instrument. Educational and Psychological Measurement, 60(2), 301–313. https://doi.org/10.1177/00131640021970420
dc.relation.referencesLe Fevre, D. M., & Robinson, V. M. J. (2015). The interpersonal challenges of instructional leadership: Principals’ effectiveness in conversations about performance issues. Educational Administration Quarterly. https://doi.org/10.1177/0013161X13518218
dc.relation.referencesMaxwell, J. C. (2007). The 21 irrefutable laws of leadership: Follow them and people will follow you. Thomas Nelson.
dc.relation.referencesNorthouse, P. G. (2022). Leadership: Theory and practice. SAGE Publications.
dc.relation.referencesSenge, P. M. (2006). The fifth discipline: The art & practice of the learning organization (Rev. ed., pp. 163–165). Doubleday.
dc.relation.referencesTomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed., pp. 34–37). ASCD.
dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsAdaptive leadershipeng
dc.subject.keywordsTeacher leadershipeng
dc.subject.keywordsEmpowermenteng
dc.subject.keywordsLanguage educationeng
dc.subject.keywordsReflective teachingeng
dc.subject.keywordsProfessional developmenteng
dc.titleA personal leadership statementeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
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