Ado, K. (2016). From pre-service to teacher leader: The early development of teacher leaders. Issues in Teacher Education, 25(1), 3–21.
Angelle, P., & Teague, G. M. (2014). Teacher leadership and collective efficacy: Teacher perceptions in three US school districts. Journal of Educational Administration, 52(6), 738–753. https://doi.org/10.1108/JEA-02-2013-0020
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Beachum, F., & Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276–286. https://doi.org/10.1080/00131720408984639
Bond, N. (2011). Preparing preservice teachers to become teacher leaders. The Educational Forum, 75(4), 280–297. https://doi.org/10.1080/00131725.2011.602578
Bui, T. T. N., & Nguyen, H. T. M. (2016). Standardizing English for educational and socio-economic betterment- A critical analysis of English language policy reforms in Vietnam. In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 363–388). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_17
Cooper, M. (2020). Teachers grappling with a teacher-leader identity: Complexities and tensions in early childhood education. International Journal of Leadership in Education, 26(1), 54–74. https://doi.org/10.1080/13603124.2020.1744733
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches (2nd ed). Sage Publications.
Crowther, F., Ferguson, M., & Hann, L. (2009). Developing Teacher Leaders: How Teacher Leadership Enhances School Success (2nd ed). Corwin Press.
Danielson, C. F. (2007). The many faces of leadership. Educational Leadership, 65(1), 14–19.
Darling-Hammond, L. (1999). Educating Teachers: The Academy’s Greatest Failure or Its Most Important Future? Academe, 85(1), 26. https://doi.org/10.2307/40251715
Darling-Hammond, L., & Lieberman, A. (Eds.). (2013). Teacher Education around the World: Changing Policies and Practices (Vol. 1). Routledge. doi:10.1023/A:1009929818891
Fairman, J. C., & Mackenzie, S. V. (2015). How teacher leaders influence others and understand their leadership. International Journal of Leadership in Education, 18(1), 61–87. https://doi.org/10.1080/13603124.2014.904002
Ghamrawi, N., Abu-Shawish, R. K., Shal, T., & Ghamrawi, N. A. R. (2024). Teacher leadership in higher education: Why not? Cogent Education, 11(1), 2366679. https://doi.org/10.1080/2331186X.2024.2366679
Hallinger, P., & Truong, T. (2016). “Above must be above, and below must be below”: Enactment of relational school leadership in Vietnam. Asia Pacific Education Review, 17(4), 677–690. https://doi.org/10.1007/s12564-016-9463-4
Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224–235. https://doi.org/10.1037/0022-0167.52.2.224
Hedges, H., Fleer, M., Fleer-Stout, F., & Hanh, L. T. B. (2016). Aspiring to quality teacher–parent partnerships in Vietnam: Building localised funds of knowledge. International Research in Early Childhood Education, 7(3).
Higgins, J., & Bonne, L. (2011). Configurations of instructional leadership enactments that promote the teaching and learning of mathematics in a New Zealand elementary school. Educational Administration Quarterly, 47(5), 794–825. https://doi.org/10.1177/0013161X11413763
Ho, L., & Dimmock, C. (2023). Changing teachers’ beliefs and practices towards learner-centred education: Experiences and lessons from Vietnam’s education system reforms. PRACTICE, 1–20. https://doi.org/10.1080/25783858.2023.2177191
iSEE. (2011). Học không được hay học để làm gì? Trải nghiệm học tập cửa thanh thiếu niên dân tộc thiểu số [Failure to study or What to study for? Study experiences of ethnic minority adolescents] (pp. 1–30). https://csaga.org.vn/ban-tin-phong-chong-bat-nat-hoc-duong--cht1023.html
Kataoka, S., Vinh, L. A., Kitchlu, S., & Inoue, K. (2020). Vietnam’s Human Capital: Education Success and Future Challenges (Vietnamese) (No. 151361). World Bank Group. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/487991596433786023/vietnam-s-human-capital-education-success-and-future-challenges
Katzenmeyer, M. H., & Moller, G. V. (2009). Awakening the Sleeping Giant: Helping Teachers Develop as Leaders (3rd ed). SAGE Publications.
King, F., McMahon, M., Nguyen, D., & Roulston, S. (2019). Leadership learning for pre-service and early career teachers: Insights from Ireland and Scotland. International Studies in Educational Administration, 47(2), 6–22.
Lai, E., & Cheung, D. (2015). Enacting teacher leadership: The role of teachers in bringing about change. Educational Management Administration & Leadership, 43(5), 673–692. https://doi.org/10.1177/1741143214535742
Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lowery-Moore, H., Latimer, R. M., & Villate, V. M. (2016). The essence of teacher leadership: A phenomenological inquiry of professional growth. International Journal Of Teacher Leadership, 7(1), 1–16.
Mai, D. T. T., & Brundrett, M. (2024). The importance of developing teachers as researchers in the new general education curriculum of Vietnam. Management in Education, 38(4), 172–179. https://doi.org/10.1177/08920206221093001
Meirink, J., Van Der Want, A., Louws, M., Meijer, P., Oolbekkink-Marchand, H., & Schaap, H. (2020). Beginning teachers’ opportunities for enacting informal teacher leadership: Perceptions of teachers and school management staff members. European Journal of Teacher Education, 43(2), 243–257. https://doi.org/10.1080/02619768.2019.1672654
Meyer, A., Richter, D., & Hartung-Beck, V. (2022). The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy. Educational Management Administration & Leadership, 50(4), 593–612. https://doi.org/10.1177/1741143220945698
Mosley, A. M. (2012). Perceptions of California middle school teacher leaders regarding preparedness to execute functions of Teacher Leader Model Standards [Dissertation]. California State University.
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
Nair, S. (2007). Teachers as researchers: Researchers as teachers? Towards successful educational research. Junal Pendidik Dan Pendidikan, 22, 25–44.
Nascimento, L. D. S., & Steinbruch, F. K. (2019). “The interviews were transcribed”, but how? Reflections on management research. RAUSP Management Journal, 54(4), 413–429. https://doi.org/10.1108/RAUSP-05-2019-0092
Ngo, N. T. H., Nguyen, H. T. M., Ngo, H. T., Nguyen, L. T., Nguyen, D. T., & Phan, V. T. (2022). The manifestation of teacher leadership in Vietnamese national educational policy documents. Vietnam Journal of Education, 79–92. https://doi.org/10.52296/vje.2022.181
Ngo, T.H.N., Nguyen, T.M.H., & Nguyen, L.Q.T. (2017). Teaching English to young learners at primary schools in a disadvantaged area in Vietnam: Policy and practice. CamTESOL conference, Phnom Penh, Campodia.
Nguyen, C. D., & Trent, J. (2020). Community perceptions as a source of knowledge for transforming teaching and teacher education in Vietnam. Journal of Education for Teaching, 46(3), 281–295. https://doi.org/10.1080/02607476.2020.1733401
Nguyen, D., Harris, A., & Ng, D. (2019). A review of the empirical research on teacher leadership (2003–2017): Evidence, patterns and implications. Journal of Educational Administration, 58(1), 60–80. https://doi.org/10.1108/JEA-02-2018-0023
Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. https://doi.org/10.1080/14664208.2016.1125664
Nguyen, H. T., Vu, N.-T. T., Ha, X. V., Dinh, H.-V. T., Truong, T. D., & Reynolds, B. L. (2023). Principal instructional leadership and its influence on teachers’ professional development at Vietnamese primary schools. Education 3-13, 1–9. https://doi.org/10.1080/03004279.2023.2195409
Nguyen, V. H., & Hamid, M. O. (2015). Educational policy borrowing in a globalized world: A case study of Common European Framework of Reference for languages in a Vietnamese University. English Teaching: Practice & Critique, 14(1), 60–74. https://doi.org/10.1108/ETPC-02-2015-0014
Pucella, T. J. (2014). Not too young to lead. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 15–20. https://doi.org/10.1080/00098655.2013.818524
Reid-Griffin, A., & Slaten, K. M. (2016). Wikis: Developing pre-service teachers’ leadership skills and knowledge of content standards. European Journal of STEM Education, 1(1), 3–7. https://doi.org/10.20897/lectito.201601
Rogers, C., & Scales, R. Q. (2013). Preservice teachers’ perceptions of teacher leadership: Is it about compliance or understanding? Issues in Teacher Education, 22(2), 17–37.
Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record: The Voice of Scholarship in Education, 102(4), 779–804. https://doi.org/10.1111/0161-4681.00077
Smith, W. C., & Benavot, A. (2019). Improving accountability in education: The importance of structured democratic voice. Asia Pacific Education Review, 20(2), 193–205. https://doi.org/10.1007/s12564-019-09599-9
Supovitz, J., Sirinides, P., & May, H. (2010). How principals and peers influence teaching and learning. Educational Administration Quarterly, 46(1), 31–56. https://doi.org/10.1177/1094670509353043
Teacher Leadership Exploratory Consortium. (2011). Teacher leader model standards. Author. http://www.teacherleaderstandards.org/downloads/TLS_Brochure.pdf
Tran, T. Q., Vu, H. V., & Doan, T. T. (2016). Factors affecting the intensity of nonfarm participation among ethnic minorities in Northwest Mountains, Vietnam. International Journal of Social Economics, 43(4), 417–430. https://doi.org/10.1108/IJSE-10-2014-0217
Truong, D. T. (2013). Confucian values and school leadership in Vietnam [Doctoral dissertation, Victoria University of Wellington]. http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/2774/thesis.pdf?sequence =2
Turnbull, B. (2005). Facilitating early career leadership through pre‐service training. Teachers and Teaching, 11(5), 457–464. https://doi.org/10.1080/13450600500238451
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
Xu, Y., & Patmor, G. (2012). Fostering leadership skills in pre-Service teachers. International Journal of Teaching and Learning in Higher Education, 24(3), 252–256.
Yost, D. S., Vogel, R., & Liang, L. L. (2009). Embedded teacher leadership: Support for a site‐based model of professional development. International Journal of Leadership in Education, 12(4), 409–433. https://doi.org/10.1080/13603120902814680
Yukl, G. (2013). Leadership in Organizations (Eighth edition, global edition). Pearson.
