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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablo
dc.contributor.advisorGonzález Lara, Delia
dc.contributor.advisorValle Zapata, Liliana
dc.contributor.authorNegrete Burgos, Yimis Andrés
dc.contributor.authorOviedo Morales, Jesús David
dc.date.accessioned2025-07-06T02:25:56Z
dc.date.available2025-07-06T02:25:56Z
dc.date.issued2025-07-05
dc.description.abstractThis paper explores teacher leadership as a powerful tool for educational improvement, especially in the context of foreign language teaching. Based on Daft’s (2008) leadership perspective, the paper highlights how leadership is not only about holding a formal position, but about guiding, influencing, and supporting others through collaboration and shared goals. Teacher leaders can play an essential role in creating a positive school culture and improving classroom practices. The paper reflects on how our personal and professional assumptions affect the way we lead. It discusses how collaborative learning during the course helped uncover those assumptions and promoted deeper reflection. It also presents key questions that future teacher leaders should ask themselves to grow in their practice. The section on leadership empowerment explains how teachers can be motivated and supported to take initiative, develop confidence, and influence change. Supported by research, the work shows that effective leadership depends on trust, inclusion, and teamwork. The final reflections show that empowering teachers leads to stronger, more innovative schools, and helps ensure quality in foreign language education.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontentsAbstract
dc.description.tableofcontentsOur leadership profile
dc.description.tableofcontentsIntroduction
dc.description.tableofcontentsAssumptions
dc.description.tableofcontentsLeadership empowerment and implications for the future
dc.description.tableofcontentsConclusion
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/9282
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.referencesDaft, R. L. (2008). The leadership experience (4th ed.). Thomson South-Western. https://www.worldcat.org/oclc/191882792
dc.relation.referencesDanielson, C. (2006). Teacher leadership that strengthens professional practice. In educational leadership (pp. 45-58). ASCD. https://www.ascd.org/books/teacher-leadership-that-strengthens-professional-practice
dc.relation.referencesFullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass. https://www.wiley.com/en-us/The+Principal%3A+Three+Keys+to+Maximizing+Impact-p-9781118575239
dc.relation.referencesNguyen, T. D., Cannata, M., & Miller, R. (2021). Teacher leadership and student achievement: A meta-analytic review. Journal of Educational Psychology, 113(8), 1578–1600. https://doi.org/10.1037/edu0000549
dc.relation.referencesWenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
dc.relation.referencesYork-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/00346543074003255
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.keywordsTeacher leadershipeng
dc.subject.keywordsEmpowermenteng
dc.subject.keywordsAssumptionseng
dc.subject.keywordsCollaborationeng
dc.subject.keywordsForeing language eduactioneng
dc.subject.keywordsEducational changeeng
dc.subject.proposalLiderazgo docentespa
dc.subject.proposalEmpoderamientospa
dc.subject.proposalSuposicionesspa
dc.subject.proposalColaboraciónspa
dc.subject.proposalEducación en lenguas extranjerasspa
dc.subject.proposalCambio educativospa
dc.titleA personal leadership statement
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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