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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorCárdenas Cárdenas, Esther Lucia
dc.contributor.authorOrozco Correa, Nicol Estefany
dc.contributor.authorVargas Alarcón, Andrea Marcela
dc.date.accessioned2023-07-18T03:05:03Z
dc.date.available2023-07-18T03:05:03Z
dc.date.issued2023-07-14
dc.description.abstractLeadership is a set of skills that a person has to guide, motivate, and drive a group of people in pursuit of a common goal. Keith Davis states, “Leadership is the process of encouraging and helping others to work enthusiastically towards their objectives. Leadership must extract cooperation and willingness of individuals and groups to attain the organizational objectives”. Daft (2008) states, “Leadership is an influence relationship among leaders and followers who intend real changes and outcomes that reflect their shared purposes" (p.4). Teacher leadership must possess specific characteristics, such as a constant willingness to learn and improve, allowing them to evolve and thrive in their leadership role. This statement will focus on teacher leadership. The other three sections will address our assumptions about teacher leadership, empowerment, implications for the future, and conclusions. Leadership is a communication process of influencing and directing people to commit to and achieve a shared goal voluntarily in a given situation (Aykut, Apinya, Billy, Gilbert, & Ritina, 2008). Thus, It is crucial to follow the perspectives of the teacher leadership to lead and guide students and colleagues, which helps to improve learning and the overall school environment. “While shared leadership also helps improve the system and the students' learning outcomes” (Coutla & Hallinger, 2009). Teacher leadership understands the importance of shared leadership, as it significantly impacts the education system, which can lead to improvements in various aspects such as teaching practices, curriculum development, or organizational effectiveness. It implies that students' learning outcomes, including their academic achievements, are positively influenced when leadership is shared, and there is participation from all members.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. Our leadership profilespa
dc.description.tableofcontents2. Abstractspa
dc.description.tableofcontents3. Introductionspa
dc.description.tableofcontents4. Our assumptionsspa
dc.description.tableofcontents5. Leadership empowerment and implications for the futurespa
dc.description.tableofcontents6. Conclusionspa
dc.description.tableofcontents7. Referencesspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7464
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
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.keywordsThe importance of collaborationeng
dc.subject.keywordsLearning and motivating environmenteng
dc.subject.keywordsAcademic growtheng
dc.subject.keywordsPositive changeeng
dc.subject.keywordsEmpowering teacherseng
dc.subject.keywordsEffective communicationeng
dc.subject.keywordsStudent achievementeng
dc.subject.keywordsTeaching practiceseng
dc.subject.keywordsEducational successeng
dc.subject.proposalLa importancia de la colaboraciónspa
dc.subject.proposalAmbiente de aprendizaje y motivaciónspa
dc.subject.proposalCrecimiento académicospa
dc.subject.proposalCambio positivospa
dc.subject.proposalEmpoderamiento de los maestrosspa
dc.subject.proposalComunicación afectivaspa
dc.subject.proposalLogro estudiantilspa
dc.subject.proposalPrácticas de enseñanzaspa
dc.subject.proposalÉxito 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.referencesAykut, A., Apinya, P., Billy, S., Gilbert, P., & Ritina, S. (2008). Leadership and communication. Sage Publications.spa
dcterms.referencesCoutla, N., & Hallinger, P. (2009). Teacher leadership in the United States and Thailand. Journal of Educational Administration, 47(2), 228-244. http://doi.org/10.1080/0924345940050401spa
dcterms.referencesChirure, T. G., & Omondi, F. (2014). Empowerment: a paradigm for effective leadership in education. International Journal of Scientific and Research Publications, 4(9), 1-6.spa
dcterms.referencesDaft, R. L. (2008). The leadership experience (4th ed.). Cengage learning.spa
dcterms.referencesDavis, K. (n.d.). What is leadership? Cornell university. https://www.yourarticlelibrary.com/leadership/leadership-types-importance-and-theories-with-diagram/60314spa
dcterms.referencesKing Jr., M. L. (2008). Main leadership. Beacon Press. https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://unionpenumbra.org/wp-content/uploads/2021/07/Penumbra-Volspa
dcterms.referencesKatzenmeyer, M., & Moller, G. (1996). Awakening the sleeping giant: leadership development for teachers. Corwin Press.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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