Teacher readiness for teacher leadership competences

Nga Thi Hang Ngo ,Thao Tran ,Ha Ngo ,Voc Thi Phan Thi ,Du Trong Nguyen ,Long Thanh Nguyen

doi:10.24294/jipd9784

Home - JIPD - Volume 8 - Issue 13

Submit to JIPD

Journal Browser

Volume | Year

Issue

• Current lssue

View All

News and Announcements

View All

Teacher readiness for teacher leadership competences

Nga Thi Hang Ngo

Thao Tran

Ha Ngo

Voc Thi Phan Thi

Du Trong Nguyen

Long Thanh Nguyen

Journal of Infrastructure Policy and Development 2024, 8(13), 9784; https://doi.org/10.24294/jipd9784

Submitted：21 Oct 2024

Accepted：29 Oct 2024

Published：07 Nov 2024

Download PDF(459.19KB)

XML

Abstract

In this time of ambiguity, change, and conflict, integrating teacher leadership into initial teacher education (ITE) programs is crucial. However, complexities exist regarding ITE quality globally and in Vietnam specifically. This study explores the perceptions of different ITE stakeholders in Vietnam towards teacher leadership and factors that impact prospective teachers’ preparedness for teacher leadership based on the Teacher Leadership Model Standards. Using mixed methods, data were collected from surveys with pre-service teachers, in-service teachers, and teacher educators in various universities that offer ITE programs in Vietnam. Statistical analysis was deployed to identify similarities and differences in the perceptions of the three groups of participants, highlighting that while pre-service and in-service teachers share similar viewpoints toward teacher leadership, those of teacher educators are significantly different in some key areas. Furthermore, thematic analysis of qualitative responses from in-service and pre-service teachers was employed to shed light on their beliefs about the importance of teacher leadership and explore how the ITE programs support or hinder pre-service teachers’ preparedness in developing and validating their leadership skills. The findings of this study will have ramifications for the potential to restructure the ITE programs in Vietnam to better prepare the nation’s future leaders for the education system and society as a whole.

Keywords

Management accounting

References

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.

Previous
article in this issue

Next
article in this issue