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<p><a href="https://journal.equinoxpub.com/SLTE/announcement/view/342">https://journal.equinoxpub.com/SLTE/announcement/view/342</a></p><p><strong>Special Issue: Language Teacher Leadership</strong><br><strong>Guest Editors: Hayo Reinders and Kathleen M. Bailey</strong></p>
<p><strong>Scope and Importance</strong></p>
<p>Perspectives on leadership – including leadership in education --
have developed significantly over the years. For example, Christison and
Murray (2009a), in the introduction to a collection of papers on
leadership in TESOL, summarize eight different theories of leadership
that have been “prominent in politics, business, and education” (p. 2).
Nelson and Squires (2017) assert that “leadership theories, generally,
and more specifically their application in the field of education, have
undergone a significant shift over time” (p. 112). These authors note
that many theories of leadership are “linked to the industrial and
post-industrial time period in which they were advanced, and thus are
somewhat outdated given the current climate within which educational
organizations operate” (p. 112).</p>
<p>Especially in education, it is now recognised that all teachers
benefit from developing leadership skills (Reinders, 2023a). Therefore,
it is important for teacher educators to understand what those skills
entail and how that skillset and knowledge base can be nurtured, both
for themselves and for the novice teachers with whom they work. It is
also widely recognized that the most successful and sustainable
education teams are those where responsibilities are distributed among
teacher leaders, rather than centralised at the top of organizational
hierarchies (Nelson & Squires, 2017; Reinders, 2023b). Earlier
models often placed considerable emphasis on a single leader and the
qualities and behaviours needed to be successful in leadership roles.
But over the years, leadership has come to be seen more as a process in
which multiple actors play a role. Thus, leadership emerges as a result
of what happens among people, the relationships they have, and the
contexts where they work (Curtis, 2022).</p>
<p>We have also seen a shift away from a focus on technical processes,
outcomes, and resources to one that places people at the centre (often
referred to as a move from a ‘things to people’ paradigm). Most
importantly, this shift has resulted in a greater emphasis being placed
on developing teachers’ leadership: “the process by which teachers,
individually or collectively, influence their colleagues, principals,
and other members of school communities to improve teaching and learning
practices with the aim of increased student learning and achievement¨
(York-Barr & Duke, 2004, p. 288). This shift has been noticeable
in the field of language education too, with a number of influential
publications covering the topic in recent years (Christison &
Murray, 2009b; Coombe et al., 2008; Curtis, 2022; Knight 2022).</p>
<p>Despite this significant interest in teacher leadership, there has
not been as much research carried out as one might have expected. Recent
meta-analyses (Wenner & Campbell, 2017) and bibliometric analyses
(Pan et al., 2023) have shown that very few empirical studies exist that
investigate fundamental questions to understand the nature of,
contributors to, and impacts of teacher leadership. In addition, a
generally accepted definition and widely used theoretical framework are
still lacking (Sebastian et al., 2017). The first scoping review
specifically in the field of language teacher leadership (Reinders, et
al., in review) showed that despite a relatively large number of
publications in leadership, only eight met the inclusion criteria for
empirical studies. The analysis revealed significant gaps in terms of
what has been investigated about language teacher leadership and how it
has been studied.</p>
<p>The issue of language teacher learnership should be of great interest
to language teacher educators. A recent survey of over 200 leaders in
language education (Powers & Bailey, in press) revealed that only
22% of the respondents had become aware of their leadership potential
during their undergraduate or graduate studies. Sixty-five percent of
the respondents reported having had mentors (though these mentors were
not necessarily associated with their undergraduate or graduate
education). These data suggest that teacher educators have an important
role to play in encouraging novice teachers to develop their leadership
abilities, given that it is very likely they will have leadership roles
at some point in their careers (Curtis, 2022). Whether such preparation
emerges from mentoring relationships, internships, or specific
coursework in leadership is a topic that should engage many language
teacher educators.</p>
<p><strong>As we are aware of increasing research interest and activity
in this area, we are keen to invite submissions for a special issue of
SLTE. As one of the premier journals in the field and catering
specifically to research and policy in the area of teacher education, we
feel this focus would make for a highly suitable venue.</strong></p>
<p> </p>
<p><strong>Call for Papers</strong></p>
<p>We anticipate calling for contributions in three broad areas of
leadership development in teacher education: personal leadership,
organizational leadership, and professional leadership.</p>
<p><strong><em>Personal leadership</em></strong></p>
<p>We will be looking for articles that report on research on such
topics as working with teachers’ and teacher educators’ personal
beliefs, values, and aspirations as well as identifying what types of
leadership practices and styles have been shown to be effective in the
area of language education. Research on how teacher educators and
language teachers, including novice teachers, realize their own
leadership potential and develop their leadership identities is also
welcome.</p>
<p><strong><em>Organizational leadership</em></strong></p>
<p>Teacher leadership manifests itself in a wide range of practices that
are not dependent on one’s hierarchical position in the organization
and we will be looking for recent research on the integration of such
practices as mentoring, action research, team-teaching, and advocacy for
their potential to support communities and improve educational
outcomes, including the outcomes of language teacher education. We
anticipate contributions in this area to deal with such topics as
teacher autonomy, investigating how it develops and can be fostered; and
how teachers monitor and manage their own and others’ wellbeing (Mercer
& Gregersen, 2020). This topic is especially important given the
high incidence of teacher stress and burnout in our field. Others may
cover aspects related to the recognition of, preparation for, and
integration of leadership activities into the wider organizational
structure</p>
<p><em><strong>Professional leadership</strong></em></p>
<p>Articles in this area extend beyond language teachers’ individual
contexts to include the wider field. Such submissions would report on
the ways teacher educators and language teachers have participated in
and established communities of practice of leadership, have contributed
through (practitioner) research, and have advocated for the profession
through myriad activities. These efforts could include developing
ethical guidelines, designing workshops or courses on leadership,
creating professional standards, and through social justice efforts,
amongst others.</p>
<p> </p>
<p><strong>Timeline</strong></p>
<p><em>November 15, 2023</em> --- Call for papers goes out, requesting abstracts only.</p>
<p><em>December 15, 2023</em> --- Abstract submission (in 300-400 words excluding references and bio statements)</p>
<p><em>January 15, 2024</em> --- Full papers invited for accepted abstracts</p>
<p><em>March 15, 2024</em> --- Full papers due</p>
<p><em>June 15, 2024</em> --- Reviews returned</p>
<p><em>July 15, 2024</em> --- Revised papers due</p>
<p><em>August 15, 2024</em> --- Submit to journal</p>
<p> </p>
<p><strong>Guest Editors</strong></p>
<p><strong><em>Hayo Reinders</em></strong> (<a href="http://www.innovationinteaching.org">www.innovationinteaching.org</a>)
is TESOL Professor and Director of Research at Anaheim University in
the USA. Hayo has published 26 books and over 150 academic articles. He
is Editor of the journal Innovation in Language Learning and Teaching
and edits the Springer book series on “New Language Learning and
Teaching Environments”. He founded the Institute for Teacher Leadership
and is currently writing the ‘Handbook for Language Teacher Leadership’
for Cambridge University Press.</p>
<p><em><strong>Kathleen M. Bailey</strong></em> is a professor emerita
of applied linguistics at the Middlebury Institute of International
Studies, Monterey, California, USA. She is a former president of TESOL,
the American Association for Applied Linguistics (AAAL), and TIRF (The
International Research Foundation for English Language Education). Her
interests include language teacher education, language assessment,
teaching speaking and listening, leadership studies, and qualitative
research methods. She has published 24 books and 120 articles and
articles, including six on leadership.</p>
<p> </p>
<p><strong>References</strong></p>
<p>Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. <em>Psychology & Health</em>, 26(9), 1113-1127. <a href="https://doi.org/10.1080/08870446.2011.613995">https://doi.org/10.1080/08870446.2011.613995</a></p>
<p>Ajzen, I. (2020). The theory of planned behaviour: Frequently asked questions. <em>Human Behavior and Emerging Technologies</em>, 2(4), 314-324. <a href="https://doi.org/10.1002/hbe2.195">https://doi.org/10.1002/hbe2.195</a></p>
<p>Chu, T. H., & Chen, Y. Y. (2016). With good we become good:
Understanding e-learning adoption by theory of planned behaviour and
group influences. <em>Computers & Education</em>, 92, 37-52. <a href="https://doi.org/10.1016/j.compedu.2015.09.013purpose">https://doi.org/10.1016/j.compedu.2015.09.013purpose</a></p>
<p>Christison, M. A., & Murray, D. E. (2009a). Introduction. In M. A. Christison & D. E. Murray (Eds.), <em>Leadership in English language education: Theoretical foundations and practical skills for changing times</em> (pp. 1-10). Routledge.</p>
<p>Christison, M. A., & Murray, D. E. (Eds.) (2009b). <em>Leadership in English language education: Theoretical foundations and practical skills for changing times</em>. Routledge.</p>
<p>Coombe, C., McCloskey, M. L., Stephenson, L., & Anderson, N. J. (2008). <em>Leadership in English language teaching and learning</em>. University of Michigan Press.</p>
<p>Curtis, A. (Ed.). (2022). <em>Reflecting on leadership in language education</em>. Equinox.</p>
<p>Knight, K. R. (2022). <em>English for specific purposes project leader profiles: The leadership communication of 55 ESP project leaders</em>. Candlin & Mynard Publishing.</p>
<p>Lee, D. Y., & Lehto, M. R. (2013). User acceptance of YouTube for
procedural learning: An extension of the Technology Acceptance Model. <em>Computers & Education</em>, 61, 193-208. <a href="https://doi.org/10.1016/j.compedu.2012.10.001">https://doi.org/10.1016/j.compedu.2012.10.001</a></p>
<p>Nelson, T., & Squires, V. (2017). Addressing complex challenges
through adaptive leadership: A promising approach to collaboratirve
problem solving. <em>Journal of Leadership Education</em>, 16(4), 111-123. <a href="https://doi.org/10.12806/V16/I4/T2">https://doi.org/10.12806/V16/I4/T2</a></p>
<p>Pan, H. L. W., Wiens, P. D., & Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. <em>Teaching and Teacher Education</em>, 121, 103936. <a href="https://doi.org/10.1016/j.tate.2022.103936">https://doi.org/10.1016/j.tate.2022.103936</a></p>
<p>Powers, C., & Bailey, K. M. (In press). Pathways to leadership in world language education. In H. Reinders (Ed.),. <em>Language teacher leadership: Insights from research and practice</em>. Palgrave Macmillan.</p>
<p>Reinders, H. (Ed.). (2023a, in press). <em>Language teacher leadership: Insights from theory and practice</em>. Palgrave Macmillan.</p>
<p>Reinders, H. (2023b). <em>From teacher to teacher leader</em>. Cambridge University Press.</p>
<p>Reinders, H., Chong, S. W., & Liu, Q. Conceptualisations of and
research on language teacher leadership: a scoping review. Submitted for
review.</p>
<p>Sebastian, J., Huang, H., & Allensworth, E. (2017). Examining
integrated leadership systems in high schools: Connecting principal and
teacher leadership to organizational processes and student outcomes. <em>School Effectiveness and School Improvement</em>, 28(3), 463-488. <a href="https://doi.org/10.1080/09243453.2017.1319392">https://doi.org/10.1080/09243453.2017.1319392</a></p>
<p>Wenner, J. A., & Campbell, T. (2017). The theoretical and
empirical basis of teacher leadership: A review of the literature. <em>Review of Educational Research</em>, 87(1), 134-171). <a href="https://doi.org/10.3102/0034654316653478">https://doi.org/10.3102/0034654316653478</a></p>
<p>York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. <em>Review of Educational Research</em>, 74(3), 255-316. <a href="https://doi.org/10.3102/00346543074003255">https://doi.org/10.3102/00346543074003255</a></p>
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