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Original scientific paper
https://doi.org/10.30924/mjcmi.24.si.3

Teacher leadership for organizational change

Milda Damkuvienė ; Šiauliai university
Jūratė Valuckienė ; Šiauliai university
Sigitas Balčiūnas ; Šiauliai university

Fulltext: english, pdf (583 KB) pages 37-52 downloads: 382* cite
APA 6th Edition
Damkuvienė, M., Valuckienė, J. & Balčiūnas, S. (2019). Teacher leadership for organizational change. Management, 24 (Special Issue), 37-52. https://doi.org/10.30924/mjcmi.24.si.3
MLA 8th Edition
Damkuvienė, Milda, et al. "Teacher leadership for organizational change." Management, vol. 24, no. Special Issue, 2019, pp. 37-52. https://doi.org/10.30924/mjcmi.24.si.3. Accessed 19 Apr. 2021.
Chicago 17th Edition
Damkuvienė, Milda, Jūratė Valuckienė and Sigitas Balčiūnas. "Teacher leadership for organizational change." Management 24, no. Special Issue (2019): 37-52. https://doi.org/10.30924/mjcmi.24.si.3
Harvard
Damkuvienė, M., Valuckienė, J., and Balčiūnas, S. (2019). 'Teacher leadership for organizational change', Management, 24(Special Issue), pp. 37-52. https://doi.org/10.30924/mjcmi.24.si.3
Vancouver
Damkuvienė M, Valuckienė J, Balčiūnas S. Teacher leadership for organizational change. Management [Internet]. 2019 [cited 2021 April 19];24(Special Issue):37-52. https://doi.org/10.30924/mjcmi.24.si.3
IEEE
M. Damkuvienė, J. Valuckienė and S. Balčiūnas, "Teacher leadership for organizational change", Management, vol.24, no. Special Issue, pp. 37-52, 2019. [Online]. https://doi.org/10.30924/mjcmi.24.si.3

Abstracts
The aim of this article is to test the teacher leadership initiated by teacher professional development abroad, as a factor of organisational change in a structural equation model. Structural equation modelling was employed to analyse survey data collected from 218 teachers who participated in professional development activities abroad under Erasmus+ KA1 in 32 Lithuanian schools. The model expresses the relationship between teacher leadership and organizational change, where teacher professional development abroad is treated as an initial (self-development) dimension of teacher leadership. Results revealed the positive and significant relationship between teacher leadership and organizational change, where leadership is conceptualized as an ongoing relational process of selfdevelopment, dispersing ideas, involving others and gaining commitment. Findings of the study also depicted a positive and significant relationship of didactic competence (the dimension of self-development phase of leadership) with one of the dimensions of organizational change - learning in the classroom.

Keywords
teacher leadership; teacher professional development abroad; organizational change; structural equation model

Hrčak ID: 220244

URI
https://hrcak.srce.hr/220244

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