Title: Complexity of Teacher Leadership Literacy: Structure, Components, and Interfaces
Stream: Educational Policy, Leadership, Management & Administration
Presentation Type: Oral Presentation
Authors:
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Vaida Jurgile, Vytautas Magnus University, Lithuania
Linas Kontrimas, Vytautas Magnus University, Lithuania
Abstract:
Teacher leadership could be seen as a complex literacy. It includes moral, spiritual, cultural, didactic, communication, psychological, organizational, economic and political components that are interrelated, and influence implementation of teacher leadership within and outside the school. This is an innovative concept in teacher leadership, as literature presents literacy leadership and provides types of literacy by not linking it to teacher leadership integrally. The research aim was to define teacher leadership literacy by describing literacy components and forming the structure of teacher leadership literacy. Methods: the integral literature review was performed; data collected by using 5 focus groups (from 10 to 15 informants in every focus group) with semi-structured interviews, and data was analysed by implementing latent qualitative content analysis by underlying meaning of content. Interviews were based on 7 steps: editing material for analysis; floating reading; constructing the analysis units; constructing codes of meaning; refining the codes and the construction of categories; discussing; validating. The total number of research participants was 69 teachers. Results: the structure of teacher leadership literacy is formed, described, substantiated with the contents of its components, and visualized. Every component is dynamic, overlapping with other components and is influenced by teachers, students and the school community contextually. Conclusions: Teachers who have mastered leadership literacy understand, value and respect different contexts of teaching and learning in a classroom and beyond. Teachers as leadership literacy representatives create an inclusive and affirming school environment in which teaching and learning reflect students' cultures and identities.
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