Six milestones responding to five calls in the process of becoming teacher-leader

ABSTRACT

This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘hyphenated identity’ where each of the ‘teacher’ and ‘leader’ labels has a unique meaning and power. Data have been collected for 2 years from 46 leading teachers in elementary and high schools, using a phenomenological approach. The findings present a process of professional identity expansion, characterised by developmental movement, a shifting movement between spaces, as well as between one identity and another. Therefore, a model with the following six key milestones was designed: a) the transition from ‘identify’ to ‘identification’; b) the process of shaping and expanding identity consciousness; c) expansion of the sense of self-efficacy into practice; d) the ability to ‘move aside’; e) enhancement of pedagogical knowledge and (f) establishment of a spiral return to teachers; definition as leaders.

KEYWORDS:

• Leadership
• professional development
• teacher-leader
• agency
• social-emotional learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nurit Chamo

Dr. Nurith Chamo is a senior lecturer and researcher at Levinsky College of Education. Head of Med and M-teach programs. She initiated ventures of teacher education, among them: designing models of academia-classroom in M.Teach studies; in-service teachers’ professional development programs; the researching teacher and the initiating teachers; pre-service principal education outline; “leading teachers” outline; development of M.Teach programs for primary and secondary education. Her research intersts are: the shaping of professional and cultural identity in various contexts; Jewish peoplehood; intervention of third sector bodies in a pluralistic Jewish education; CPD and second career in education.

Orit Broza

Dr. Orit Broza holds Ph.D. in mathematics education. Previously, she was the head of the Primary School Practicum program at Levinsky College of Education, as well as a senior lecturer in the Department of Education and Department of Mathematics. Her research interests are: learning processes of low-achieving students in mathematics; digital game-based learning; the interactions between teachers, students and mediated tools in technology-rich learning environments.