The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

Year 2014, , 1 - 26, 29.07.2015

Ali Kılınç , Necati Cemaloğlu , Gökhan Savaş

https://doi.org/10.14689/ejer.2015.58.5

Abstract

Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality teaching and learning in schools.

Purpose of the Study: This study sought to examine the relationships between teacher leadership, teacher professionalism, and perceived stress. Teacher leadership was the dependent variable of the study, whereas teacher professionalism and perceived stress were the independent variables.

Keywords

Teacher leadership, teacher professionalism, perceived stress, teacher

References

• Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92(5), 287-292.
• Barth, R. S. (1990). Improving schools from within. Teachers, parents, and principals can make the difference. San Francisco, CA: Jossey-Bass.
• Bayhan, G. (2011). Öğretmenlerin profesyonelliğinin incelenmesi [Examining teacher professionalism] (Unpublished doctoral dissertation). Marmara University, Istanbul, Turkey.
• Beachum, F., & Dentith, A. M. (2004). Teacher leaders creating cultures of school renewal and transformation. The Educational Forum, 68(3), 276-286.
• Beycioğlu, K. (2009). İlköğretim okullarında öğretmenlerin sergiledikleri liderlik rollerine ilişkin bir değerlendirme (Hatay ili örneği) [An analysis of teacher leadership roles in elementary schools (The case of Hatay province)] (Unpublished doctoral dissertation). İnönü University, Malatya, Turkey.
• Beycioğlu, K., & Aslan, B. (2010). Öğretmen liderliği ölçeği: Geçerlik ve güvenirlik çalışması [Teacher leadership scale: A validity and reliability study]. İlköğretim Online, 9(2), 764-775.
• Beycioğlu, K., & Aslan, B. (2012). Öğretmen ve yöneticilerin öğretmen liderliğine ilişkin görüşleri: Bir karma yöntem çalışması [Teachers and administrators’ views on teacher leadership: A mixed methods study]. Kuram ve Uygulamada Eğitim Yönetimi, 18(2), 191-223.
• Borg, M. F., & Falzon, J. M. (1989). Stress and job satisfaction among primary school teachers in Malta. Educational Review, 41(3), 271-279.
• Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr., A. J. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49-67.
• Boyt, T. E., Lusch, R. F., & Naylor, G. (2001). The role of professionalism in determining job satisfaction in professional services: A study of marketing researchers. Journal of Service Research, 3(4), 321-330.
• Burchielli, R., & Bartram, T. (2006). ‘Like an iceberg floating alone’: A case study of teacher stress at a Victorian primary school. Australian Journal of Education, 50(3), 312-327.
• Can, N. (2006). Öğretmen liderliğinin geliştirilmesinde müdürün rol ve stratejileri [The roles and the strategies of the principal in improving teacher leadership]. Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 349-363.
• Can, N. (2009a). Öğretmen liderliği [Teacher leadership]. Ankara: Pegem Akademi.
• Can, N. (2009b). Öğretmenlerin sınıfta ve okulda liderlik davranışları [The leadership behaviours of teachers in classrooms and schools]. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 8(2), 385-399.
• Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43-56.
• Cerit, Y. (2013). Okulun bürokratik yapısı ile sınıf öğretmenlerinin profesyonel davranışları arasındaki ilişki [The relationship between bureaucratic school structure and classroom teachers’ professional behaviours]. Kuram ve Uygulamada Eğitim Yönetimi, 18(4), 497-521.
• Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American Educational Research Journal, 35(1), 145-163.
• Childs-Bowen, D., Moller, G., & Scrivner, J. (2000). Principals: Leaders of leaders. NASSP Bulletin, 84, 27-34.
• Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24, 386-396.
• Coleman, M. R., Gallagher, J. J., & Job, J. (2012). Developing and sustaining professionalism within gifted education. Gifted Child Today, 35(1), 27-36.
• Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer.
• Day, C. (2000). Effective leadership and reflective practice. Reflective practice: International and Multidisciplinary Perspectives, 1(1), 113-127.
• Day, C., Flores, M. A., & Viana, I. (2007). Effects of national policies on teachers' sense of professionalism: Findings from an empirical study in Portugal and in England, European. Journal of Teacher Education, 30(3), 249-265.
• Demirkasımoğlu, N. (2010). Defining “Teacher Professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051.
• Dowling, F. (2006). Physical education teacher educators' professional identities, continuing professional development and the issue of gender equality. Physical Education and Sport Pedagogy, 11(3), 247-263.
• Erçetin, Ş. Ş., Hamedoğlu, M. A., & Çelik, S. (2008). Mobbing in primary schools: A case study for Hendek country, Sakarya. World Applied Sciences Journal, 3(6), 945-955.
• Evans, L. (2011). The ‘shape’ of teacher professionalism in England: Professional standards, performance management, professional development and the changes proposed in the 2010 White Paper. British Educational Research Journal, 37(5), 851-87.
• Folkman, S., & Moskowitz, J. T. (2000). Stress, positive emotion and coping. Current Directions in Psychological Science, 9(4), 115-118.
• Frost, D. (2008). Teacher leadership: Values and voice. School Leadership and Management, 28(4), 337-352.
• Frost, D., & Harris, A. (2003). Teacher leadership: Towards a research agenda. Cambridge Journal of Education, 33(3), 479-498.
• Fullan, M. (1994). Teacher leadership: A failure to conceptualize. In Walling, D. R. (Ed.), Teachers as leaders, pp. 241-253. Bloomington, IN.: Phi Delta Kappa Educational Foundation.
• Furlong, J. (2001) Reforming teacher education, re-forming teachers: Accountability, professionalism and competence. In, R. Philip & J. Furlong (Eds.), Education reform and the state: Twenty five years of politics, policy and practice (pp. 118-135). London: Routledge/Falmer.
• Galland, C. (2008). Effective teacher leadership: A quantitative study of the relationship between school structures and effective teacher leaders (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3371055)
• Gordon, S. P. (2004). Professional development for school improvement: Empowering learning communities. Boston: Allyn and Bacon.
• Grady, M. P., Helbling, K. C., & Lubeck, D. R. (2008). Teacher professionalism since a nation at risk. Phi Delta Kappan, 89(8), 603-607.
• Grant, C. (2006). Emerging voices on teacher leadership: Some South African view. Educational Management Administration & Leadership, 34(4), 511-532.
• Hall, C., & Schulz, R. (2003). Tensions in teaching and teacher education: Professionalism and professionalisation in England and Canada. Compare: A Journal of Comparative and International Education, 33(3), 369-383.
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: Theory and Practice, 6(2), 151-182.
• Harris, A. (2002a). Improving schools through teacher leadership. Education Journal, 59, 22-23.
• Harris, A. (2002b). Distributed leadership in schools: Leading or misleading? Management in Education, 16(5), 10-13.
• Harris, A. (2003). Teacher leadership as distributed leadership: Heresy, fantasy or possibility? School Leadership & Management, 23(3), 313-324.
• Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(3), 201-219.
• Harris, A., & Muijs, J. (2003a). Teacher leadership: Principles and practice. National College for School Leadership. Retrieved December 12, 2013 from http://dera.ioe.ac.uk/5132/1/download%3Fid%3D17417%26filename%3Dteacher-leadership-principles-practice-full report.pdf
• Harris, A., & Muijs, J. (2003b). Teacher leadership and school improvement. Education Review, 16(2), 39-42.
• Helsby, G. (1995). Teachers' construction of professionalism in England in the 1990s. Journal of Education for Teaching: International Research and Pedagogy, 21(3), 317-332.
• Helterbran, V. R. (2010). Teacher leadership. Overcoming "I'm just a teacher" syndrome. Education, 131(2), 363-371.
• Hildebrandt, S. A., & Eom, M. (2011). Teacher professionalization: Motivational factors and the influence of age. Teaching and Teacher Education, 27, 416-423.
• Işıkhan, V. (2004). Çalışma hayatında stres ve başa çıkma yolları [Ways of coping with stress at work]. Ankara: Sandal.
• Katzenmeyer. M., & Moller, G. (2009). Awakening the sleeping giant. Helping teachers develop as leaders (3rd ed.). Thousand Oaks, California: Corwin.
• Kincheloe, J. C. (2004). The knowledges of teacher education: Developing a critical complex epistemology. Teacher Education Quarterly, 31, 49-66.
• Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103(5), 342-350.
• Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
• Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
• Lambert, L. (1998). How to build leadership capacity. Educational Leadership, 55(7), 17-19.
• Lambert, L. (2003a). Leadership capacity for lasting school improvement. Alexandria, Virginia: Association for Supervision and Curriculum Development.
• Lambert, L. (2003b). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), 421-430.
• Lambert, R. G., McCarthy, C., O'Donnell, M., & Wang, C. (2009). Measuring elementary teacher stress and coping in the classroom: Validity evidence for the classroom appraisal of resources and demands. Psychology in the Schools, 46(10), 973-988.
• Lashway, L. (1998). Teacher leadership. Research Roundup, 14(3), 2-5.
• Lazarus, R. S. (1990). Theory-based stress management. Psychological Inquiry, 1(1), 3-13.
• Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44, 1-21
• Lazarus, R. S. (2006). A new synthesis. Stress and emotion. New York, NY: Springer.
• Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal and coping. New York, NY: Springer.
• Leithwood, K. (2003). Teacher leadership: Its nature, development, and impact on schools and students. In M. Brundrett, N. Burton, R. Smith (Eds.), Leadership in education (pp. 103-117). Thousand Oaks, CA: Sage.
• Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership & Management, 20(4), 415-434.
• Locke, T., Vulliamy, G., Webb, R., & Hill, M. (2005). Being a ‘professional’ primary school teacher at the beginning of the 21st century: A comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy, 20(5), 555-581.
• Mearns, J., & Cain, J. E. (2003). Relationships between teachers' occupational stress and their burnout and distress: Roles of coping and negative mood regulation expectancies. Anxiety, Stress & Coping: An International Journal, 16(1), 71-82.
• Muijs, D., & Harris, A. (2007). Teacher leadership in (In)action. Educational Management Administration & Leadership, 35(1), 111-134.
• Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38-54.
• Pithers, R. T., & Soden, R. (1998) Scottish and Australian teacher stress and strain: A comparative study. British Journal of Educational Psychology, 68(2), 269-279.
• Platsidou, M., & Agaliotis, I. (2008). Burnout, job satisfaction and instructional assignment-related sources of stress in Greek special education teachers. International Journal of Disability, 55(1), 61-76.
• Rizvi, M., & Elliott, B. (2007). Enhancing and sustaining teacher professionalism in Pakistan. Teachers and Teaching: Theory and Practice, 13(1), 5-19.
• Rutledge, L. (2009). Teacher leadership and school improvement: A case study of teacher participating in the teacher leadership network with a regional education service center (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3370158)
• Sezgin, F. (2012). İlköğretim okulu öğretmenlerinin psikolojik dayanıklılık düzeylerinin incelenmesi [Investigating the psychological hardiness levels of primary school teachers]. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, 20(2), 489-502.
• Smylie, M., & Denny, J. (1990). Teacher leadership: Tensions and ambiguities in organizational perspective. Educational Administration Quarterly, 26(3), 235-259.
• Thomson, P., & Blacmore, J. (2006). Beyond the power of one: Redesigning the work of school principals. Journal of Educational Change, 7(3), 161-177.
• Travers, C. J., & Cooper, C. L. (1996). Teachers under pressure: Stress in the teaching professor. London: Routledge.
• Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247.
• Tschannen-Moran, M., Parish, J., & DiPaola, M. F. (2006). School climate and state standards: How interpersonal relationships influence student achievement. Journal of School Leadership, 16, 386-415.
• Tsiakkiros, A., & Pashiardis, P. (2006). Occupational stress among Cyprus headteachers: Sources and coping strategies. Staff Issues and Professional Development, 34(2), 100-114.
• Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
• Van Dick, R., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243-259.
• Xie, D. (2008). A study of teacher leadership and its relationship with school climate in American public schools: Findings from SASS, 2003-2004 (Doctoral dissertation). Retrieved from ProQuest Dissertations and Thesis database. (UMI No. 3303476)
• Yerlikaya, E. E., & İnanç, B. (2007, Ekim). Algılanan Stres Ölçeği’nin (ASÖ) Türkçe çevirisinin psikometrik özellikleri [The psychometric qualities of perceived stress scale Turkish translation]. Paper presented in IX. National Congress of Counseling and Guidance, Dokuz Eylül University, İzmir, Turkey.
• Zurlo, M. C., Pes, D., & Cooper, C. L. (2007). Stress in teaching: a study of occupational stress and its determinants among Italian schoolteachers. Stress and Health, 23(4), 231-241.