Seeking sustainable ways for school development: teachers’ and principals’ views regarding teacher leadership

References

• Alumäe, T., Tilk, O., & Asadullah. (2018). Advanced rich transcription system for Estonian speech. Human Language Technologies – The Baltic Perspective, 307, 1–8. https://doi.org/10.3233/978-1-61499-912-6-1
   Google Scholar
• Angelle, P. S., & Dehart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NASSP Bulletin, 95(2), 141–160. https://doi.org/10.1177/0192636511415397
   Google Scholar
• Baecher, L. (2012). Pathways to teacher leadership among English-as-a-second language teachers: Professional development by and for emerging teacher leaders. Professional Development in Education, 38(2), 317–330. https://doi.org/10.1080/19415257.2012.657877
   Google Scholar
• Ball, S. J. (1990). Politics and policy-making in education. Routledge.
   Google Scholar
• Bean, R. M. (2015). The reading specialist: Leadership and coaching for the classroom, school, and community (3rd ed.). The Guilford Press.
   Google Scholar
• Billett, S. (2008). Learning throughout working life: A relational interdependence between personal and social agency. British Journal of Educational Studies, 56(1), 39–58. https://doi.org/10.1111/j.1467-8527.2007.00394.x
   Web of Science ®Google Scholar
• Brooks, J. S., Scribner, J. P., & Eferakorho, J. (2004). Teacher leadership in the context of whole school reform. Journal of School Leadership, 14(3), 242–265. https://doi.org/10.1177/105268460401400301
   Google Scholar
• Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553–571. https://doi.org/10.1080/13632434.2014.928680
   Google Scholar
• Caine, G., & Caine, R. N. (2000). The learning community as a foundation for developing teacher leaders. NASSP Bulletin, 84(616), 7–14. https://doi.org/10.1177/019263650008461603
   Google Scholar
• Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School-University Partnerships, 5, 89–101.
   Google Scholar
• Chesson, L. S. (2011). The nature of teacher leadership in a Boston pilot school (Order No. 3446925). Available from ProQuest Dissertations & Theses Global. (UMI No. 858258515)
   Google Scholar
• Chew, J. O. A., & Andrews, D. (2010). Enabling teachers to become pedagogical leaders: Case studies of two IDEAS schools in Singapore and Australia. Educational Research for Policy and Practice, 9(1), 59–74. https://doi.org/10.1007/s10671-010-9079-0
   Google Scholar
• Curtis, R. (2013). Findings a new way: Leveraging teacher leadership to meet unprecedented demands. Aspen Institute.
   Google Scholar
• Danielson, C. (2006). Teacher leadership that strengthens professional practice. Association for Supervision and Curriculum Development.
   Google Scholar
• Dinham, S. (2005). Principal leadership for outstanding educational outcomes. Journal of Educational Administration, 43(4), 338–356. https://doi.org/10.1108/09578230510605405
   Google Scholar
• Durias, R. F. (2010). Teacher leaders of color: The impact of professional development on their leadership (Order No. 3437275). Available from ProQuest Dissertations & Theses Global. (UMI No. 819911603)
   Google Scholar
• Erss, M. (2015). The politics of teacher autonomy in Estonia, Germany, and Finland. Tallinna University.
   Google Scholar
• Estonian Parliament. (2010). Põhikooli- ja gümnaasiumiseadus [Basic school and gymnasium Act]. https://www.riigiteataja.ee/akt/13332410?leiaKehtiv#jg7
   Google Scholar
• Fairman, J. C., & Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229–246. https://doi.org/10.1080/19415257.2012.657865
   Google Scholar
• Forte, A. M., & Flores, M. A. (2014). Teacher collaboration and professional development in the workplace: A study of Portuguese teachers. European Journal of Teacher Education, 37(1), 91–105. https://doi.org/10.1080/02619768.2013.763791
   Web of Science ®Google Scholar
• Gigante, N. A., & Firestone, W. A. (2008). Administrative support and teacher leadership in schools implementing reform. The Journal of Educational Administration, 46(3), 302–321. https://doi.org/10.1108/09578230810869266
   Google Scholar
• Gordon, S. P., Jacobs, J., Croteau, S. M., & Solis, R. (2020). Informal teacher leaders: Who they are, what they do, and how they impact teaching and learning. Journal of School Leadership, 1–22. https://doi.org/10.1177/1052684620924468
   Google Scholar
• Graneheim, U., Lindgren, B.-M., & Lundman, B. (2017). Methodological challenges in qualitative content analysis: A discussion paper. Nurse Education Today, 56, 29–34. https://doi.org/10.1016/j.nedt.2017.06.002
   PubMed Web of Science ®Google Scholar
• Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001
   PubMed Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214
   Google Scholar
• Harris, A. (2010). Leading system transformation. School Leadership and Management, 30(3), 197–207. https://doi.org/10.1080/13632434.2010.494080
   Google Scholar
• Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin.
   Google Scholar
• Heck, R. H., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689. https://doi.org/10.3102/0002831209340042
   Web of Science ®Google Scholar
• Hofstein, A., Carmeli, M., & Shore, R. (2004). The professional development of high school chemistry coordinators. Journal of Science Teacher Education, 15(1), 3–24. https://doi.org/10.1023/B:JSTE.0000031460.64585.fd
   Google Scholar
• Johnson, S. M., Reinhorn, S. K., Charner-Laird, M., Kraft, M. A., Ng, M., & Papay, J. P. (2014). Ready to lead, but how? Teachers’ experiences in high-poverty urban schools. Teachers College Record (1970), 116(10), 17601.
   PubMed Web of Science ®Google Scholar
• Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Corwin Press.
   Google Scholar
• Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: how it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295–310. https://doi.org/10.1080/00071005.2019.1672855
   Web of Science ®Google Scholar
• Leithwood, K., & Jantzi, D. (1999). The relative effects of principal and teacher sources of leadership on student engagement with school. Educational Administration Quarterly, 35(5), 679–706. https://doi.org/10.1177/0013161X99355002
   Web of Science ®Google Scholar
• Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Review of research. The Wallace Foundation.
   Google Scholar
• Leithwood, K., & Mascall, B. (2008). Collective leadership effects on student achievement. Educational Administration Quarterly, 44(4), 529–561. https://doi.org/10.1177/0013161X08321221
   Web of Science ®Google Scholar
• Little, J. W. (2002). Locating learning in teachers’ communities of practice: Opening up problems of analysis in records of everyday work. Teaching and Teacher Education, 18(8), 917–946. https://doi.org/10.1016/S0742-051X(02)00052-5
   Web of Science ®Google Scholar
• Liu, S., Hallinger, P., & Feng, D. (2016). Learning-centered leadership and teacher learning in China: Does trust matter? Journal of Educational Administration,54(6), 661–682. https://doi.org/10.1108/JEA-02-2016-0015
   Google Scholar
• Margolis, J., & Doring, A. (2012). The fundamental dilemma of teacher leader-facilitated professional development: Do as I (kind of) say, not as I (sort of) do. Educational Administration Quarterly, 48(5), 859–882. https://doi.org/10.1177/0013161X12452563
   Web of Science ®Google Scholar
• Margolis, J., & Huggins, K. S. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22(5), 953–981. https://doi.org/10.1177/105268461202200506
   Google Scholar
• Muijs, D., & Harris, A. (2003). Teacher leadership: Improvement through empowerment? Educational Management and Administration, 3(4), 338–437. https://doi.org/10.1177/0263211X030314007
   Google Scholar
• Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961–972. https://doi.org/10.1016/j.tate.2006.04.010
   Web of Science ®Google Scholar
• OECD. (2014). TALIS 2013 results: An international perspective on teaching and learning. https://doi.org/10.1787/9789264196261-en
   Google Scholar
• OECD. (2019). TALIS 2018 results (volume I): Teachers and school leaders as lifelong learners. https://doi.org/10.1787/1d0bc92a-en
   Google Scholar
• Pellicer, L. O., & Anderson, L. W. (1995). A handbook for teacher leaders. Corwin.
   Google Scholar
• Pineda-Báez, C., Bauman, C., & Andrews, D. (2020). Empowering teacher leadership: a cross-country study. International Journal of Leadership in Education, 23(4), 388–414. . https://doi.org/10.1080/13603124.2018.1543804
   Google Scholar
• Poekert, P., Alexandrou, A., & Shannon, D. (2016). How teachers become leaders: An internationally validated co model of teacher leadership development. Research in Post-Compulsory Education, 21(4), 307–329. https://doi.org/10.1080/13596748.2016.1226559
   Web of Science ®Google Scholar
• Poekert, P. E. (2012). Teacher leadership and professional development: Examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169–188. https://doi.org/10.1080/19415257.2012.657824
   Google Scholar
• Priestley, M., Biesta, G. J. J., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury Academic.
   Google Scholar
• Republic of Estonia Education Act. (1992). RT 1992, 12, 192. https://www.riigiteataja.ee/en/eli/ee/524042014002/consolide
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self- determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press.
   Google Scholar
• Sawalhi, R., & Chaaban, Y. (2019). Student teachers’ perspectives towards teacher leadership. International Journal of Leadership in Education, 21(3), 1–17. https://doi.org/10.1080/13603124.2019.1666430
   Web of Science ®Google Scholar
• Sebastian, J., Allensworth, E., & Huang, H. (2016). The role of teacher leadership in how principals influence classroom instruction and student learning. American Journal of Education, 123(1), 69–108. https://doi.org/10.1086/688169
   Web of Science ®Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
   Google Scholar
• Singh, A., Yager, S. O., Yutakom, N., Yager, R. E., & Ali, M. M. (2012). Constructivist Teaching Practices Used by Five Teacher Leaders for the Iowa Chautauqua Professional Development Program. International Journal of Environmental and Science Education, 7(2), 197–216.
   Google Scholar
• Sinha, S., & Hanuscin, G. D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356–371. https://doi.org/10.1016/j.tate.2017.01.004
   Web of Science ®Google Scholar
• Slabina, P., & Aava, K. (2019). Õpetajate koostöise õpikultuuri kogemused Eesti üldhariduskoolide näitel. Estonian Journal of Education, 7(1), 76–100. https://doi.org/10.12697/eha.2019.7.1.04
   Google Scholar
• Smylie, M. A., Conley, S., & Marks, H. M. (2002). Reshaping leadership in action. In J. Murphy (Ed.), The educational leadership challenge: Redefining leadership for the 21st century (101st yearbook of the National Society for the Study of Education, Part I) (pp. 162–188). National Society for the Study of Education.
   Google Scholar
• Snoek, M. (2014). Developing teacher leadership and its impact in schools. Amsterdam University Press.
   Google Scholar
• Snoek, M., Hulsbos, F., & Andersen, I. (2019). Teacher leadership: Hoe kan het leiderschap van leraren in scholen versterkt worden? [Teacher leadership: How can the leadership of teachers in schools be strengthened?]. Hogeschool van Amsterdam.
   Google Scholar
• Spillane, J. P. (2006). Distributed Leadership. Jossey Bass.
   Google Scholar
• Talbert, J. E., & McLaughlin, M. W. (1994). Teacher professionalism in local school contexts. American Journal of Education, 102(2), 123–153. https://doi.org/10.1086/444062
   Web of Science ®Google Scholar
• Taylor, M., Goeke, J., Klein, E., Onore, C., & Geist, K. (2011). Changing leadership: Teachers lead the way for schools that learn. Teaching and Teacher Education, 27(5), 920–929. https://doi.org/10.1016/j.tate.2011.03.003
   Web of Science ®Google Scholar
• Tucker, M. S. (2019). Leading high-performance school systems: Learning from the world’s best. ASCD.
   Google Scholar
• Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers' autonomy and collaborative attitude. Teaching and Teacher Education,67, 302–315. https://doi.org/10.1016/j.tate.2017.06.021
   Web of Science ®Google Scholar
• Wenner, 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
   Web of Science ®Google Scholar
• York-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
   Web of Science ®Google Scholar