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A Personal Leadership Statement

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dc.audience
dc.contributor.advisorAguas Castillo, Pedro Pablo
dc.contributor.authorCamargo Pitalua, Carlos Augusto
dc.contributor.authorDoria Dimas, Dilan Ali
dc.contributor.authorCudris Velez, Isabella
dc.date.accessioned2023-12-22T18:57:15Z
dc.date.available2023-12-22T18:57:15Z
dc.date.issued2023-12-22
dc.description.abstractThis paper explores the crucial role of teacher leadership in the dynamic landscape of education. Drawing on insights from scholars such as Daft, Bennis, Townsend, and others, it delves into the different dimensions of leadership, emphasizing its systemic competency and the transformative impact on teaching and learning practices. The narrative unfolds with a focus on assumptions, highlighting the symbiotic relationship between collaborative work and educational progress. The discussion further delves into leadership empowerment, elucidating its significance in fostering an engaged and productive educational environment. Aspiring teacher leaders are encouraged to explore the evolving educational field, clear of conventional approaches and embracing collaborative, innovative strategies. The abstract concludes by underlining the necessity of integrating teacher leadership initiatives for ongoing improvement and innovation in foreign language education, emphasizing the important role of empowering leadership styles and collaborative efforts between educators and managers.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
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/8017
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.referencesBeachum, F. D., & Dentith, A. M. (2004). Teacher leadership: New conceptions, developments, and practices. Allyn & Bacon.
dc.relation.referencesBennis, W., & Townsend, B. (1995). Empowering leaders: The 10 essential skills that can make a difference. San Francisco, CA: Jossey-Bass.
dc.relation.referencesBlase, J., & Blase, J. (1997). Effective instructional leadership: Teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 35(3), 137-169.
dc.relation.referencesDaft, R. L. (2005). Organization theory and design (9th ed.). Mason, OH: South-Western College.
dc.relation.referencesDaft, R. L. (2008). Leadership: Theory and practice, (6th ed). Thomson Brooks/Cole.
dc.relation.referencesDaft, R., & Lane, P. G. (2008). The Leadership Experience. (4th ed). Thomson South-Western.
dc.relation.referencesDonohoo, J. (2017). Collective Efficacy: How Educators' Beliefs Impact Student Learning. Corwin Press.
dc.relation.referencesDrayton, B. (2020). The development of teacher leaders: A conceptual framework. Journal of Educational Leadership, Policy and Practice, 35(1), 30-45.
dc.relation.referencesFullan, M., & Hargreaves, A. (2014). Teacher leadership in the 21st century: A practical guide. Thousand Oaks, CA: Corwin.
dc.relation.referencesJulianne A. Wenner, & Todd Campbell. (2017). The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature. Review of Educational Research, 87(1), pp.134- 171. doi: 10.3102/003465431665347
dc.relation.referencesLeithwood, K., & Riehl, C. (2005). What we know about successful school leadership. Ontario: Ontario Institute for Studies in Education, University of Toronto.
dc.relation.referencesPuchner, L. S., & Taylor, R. P. (2006). The role of teacher collaboration in enriching student learning. In L. S. Puchner & R. P. Taylor (Eds.), Collaborative processes in schools: Effects on students, teachers, and schools (pp. 1–13). Lawrence Erlbaum Associates.
dc.relation.referencesRosenholtz, S. (1989). Teachers' workplace: The social organization of schools. New York, NY: Longman.
dc.relation.referencesStoelinga, S. R., Mangin, M. M. (2010). Examining Effective Teacher Leadership: A Case Study Approach. United Kingdom: Teachers College Press.
dc.rightsCopyright Universidad de Córdoba, 2023
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
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.keywordsLeadership
dc.subject.keywordsEmpowerment
dc.subject.keywordsTeacher Leadership
dc.subject.proposalLiderazgo
dc.subject.proposalEmpoderamiento
dc.subject.proposalLiderazgo docente
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
dspace.entity.typePublication
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