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Teacher Leadership Begins with Self-Leadership

Received: 22 October 2020     Accepted: 15 December 2020     Published: 12 January 2021
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Abstract

This study examines teacher leadership and how it starts with self-leadership. An effective teacher leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom. Self-leadership is the practice in which one intentionally influences their thinking, feelings, and actions in order to achieve specific objectives. Self-leadership is an aspect of positive self-influence by defining how one excels within the teaching profession and within the classroom. Self-discovery is a vital step to effective self-leadership. Self-discovery is initiated by self-reflection, which comprises examining individual life, experiences, and responses to situations. Self-discovery is a critical process not only for teacher leadership, but also personal development, performance improvements, and ultimate life enrichment. Self-leadership is founded on self-acceptance. Self-leadership is about one choosing to influence their thinking, feelings, and actions intentionally. Teacher leadership often starts with good self-leadership such that a teacher may be able to influence the learners positively.

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 1)
DOI 10.11648/j.tecs.20210601.11
Page(s) 1-4
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Self-leadership, Teacher Leadership, Students, Achievement

References
[1] Bono, J. E., & Judge, T. A. (2004). Personality and transformational and transactional leadership: a meta-analysis. Journal of applied psychology, 89 (5), 901.
[2] Brown, N. W. (2009). Becoming a group leader. Merill.
[3] Bernard, M. E. (Ed.). (2014). The strength of self-acceptance: Theory, practice, and research. Springer Science & Business Media.
[4] Cheung, R., Reinhardt, T., Stone, E., & Little, J. W. (2018). Defining teacher leadership: A framework. Phi Delta Kappan, 100 (3), 38-44.
[5] Chamberlain, J. M., & Haaga, D. A. (2001). Unconditional self-acceptance and psychological health. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 19 (3), 163-176.
[6] Helterbran, V. R. (2016). CHAPTER 12: Teacher Leadership: Overcoming" I Am Just a Teacher" Syndrome. Counterpoints, 466, 114-120.
[7] Hallinger, P. (2018). Bringing context out of the shadow. Educational Management Administration & Leadership, 46, 5–24. doi: 10.1177/1741143216670652
[8] Kaplan, R. S. (2015), What You Really Need to Lead: The Power of Thinking and Acting Like An Owner, Boston: Harvard Business Review Press.
[9] MacBean, A. (2014). Dancing into diversity: A curriculum for self-discovery, empathy, and creative leadership. Journal of Dance Education, 14 (3), 117-121.
[10] Northouse, P. G. (2019). Introduction to leadership: Concepts and practice. SAGE Publications, Incorporated.
[11] Park, H. S., & Han, J. Y. (2015). Self-leadership, critical thinking disposition, the satisfaction of clinical practice, and clinical practice competency of nursing students. Journal of the Korean Data and Information Science Society, 26 (3), 695-706.
[12] Schneider, L. (2020). American Indian education in Idaho: Dismantling the deficit model and honoring resilience. In Jacob, M. M., Johnson, S. R., (Eds.), On Indian Ground: The Northwest (pp. 21–37). Information Age Publishing.
[13] Stewart, G. L., Courtright, S. H., & Manz, C. C. (2011). Self-leadership: A multilevel review. Journal of Management, 37 (1), 185-222.
[14] Wang, F. (2017). Leadership as a subversive activity: Principals’ perception. International Journal of Leadership in Education, 21 (5), 531–544.
[15] Watson, L. (2004). Self-leadership: Becoming an exceptional leader. Radiologic Technology, 75 (6), 457-471.
Cite This Article
  • APA Style

    Louis Langdon Warren. (2021). Teacher Leadership Begins with Self-Leadership. Teacher Education and Curriculum Studies, 6(1), 1-4. https://doi.org/10.11648/j.tecs.20210601.11

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    ACS Style

    Louis Langdon Warren. Teacher Leadership Begins with Self-Leadership. Teach. Educ. Curric. Stud. 2021, 6(1), 1-4. doi: 10.11648/j.tecs.20210601.11

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    AMA Style

    Louis Langdon Warren. Teacher Leadership Begins with Self-Leadership. Teach Educ Curric Stud. 2021;6(1):1-4. doi: 10.11648/j.tecs.20210601.11

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  • @article{10.11648/j.tecs.20210601.11,
      author = {Louis Langdon Warren},
      title = {Teacher Leadership Begins with Self-Leadership},
      journal = {Teacher Education and Curriculum Studies},
      volume = {6},
      number = {1},
      pages = {1-4},
      doi = {10.11648/j.tecs.20210601.11},
      url = {https://doi.org/10.11648/j.tecs.20210601.11},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210601.11},
      abstract = {This study examines teacher leadership and how it starts with self-leadership. An effective teacher leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom. Self-leadership is the practice in which one intentionally influences their thinking, feelings, and actions in order to achieve specific objectives. Self-leadership is an aspect of positive self-influence by defining how one excels within the teaching profession and within the classroom. Self-discovery is a vital step to effective self-leadership. Self-discovery is initiated by self-reflection, which comprises examining individual life, experiences, and responses to situations. Self-discovery is a critical process not only for teacher leadership, but also personal development, performance improvements, and ultimate life enrichment. Self-leadership is founded on self-acceptance. Self-leadership is about one choosing to influence their thinking, feelings, and actions intentionally. Teacher leadership often starts with good self-leadership such that a teacher may be able to influence the learners positively.},
     year = {2021}
    }
    

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    AB  - This study examines teacher leadership and how it starts with self-leadership. An effective teacher leader must be able to lead oneself effectively before he or she can lead others within and outside the classroom. Self-leadership is the practice in which one intentionally influences their thinking, feelings, and actions in order to achieve specific objectives. Self-leadership is an aspect of positive self-influence by defining how one excels within the teaching profession and within the classroom. Self-discovery is a vital step to effective self-leadership. Self-discovery is initiated by self-reflection, which comprises examining individual life, experiences, and responses to situations. Self-discovery is a critical process not only for teacher leadership, but also personal development, performance improvements, and ultimate life enrichment. Self-leadership is founded on self-acceptance. Self-leadership is about one choosing to influence their thinking, feelings, and actions intentionally. Teacher leadership often starts with good self-leadership such that a teacher may be able to influence the learners positively.
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Author Information
  • Department of Elementary and Middle Grades Education, East Carolina University, Greenville, North Carolina, USA

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