[Edling] CFP - Language Teacher Leadership

Mon Nov 13 15:45:41 UTC 2023

https://journal.equinoxpub.com/SLTE/announcement/view/342

*Special Issue: Language Teacher Leadership*
*Guest Editors: Hayo Reinders and Kathleen M. Bailey*

*Scope and Importance*

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which they were advanced, and thus are somewhat outdated given the current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).

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).

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).

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.

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.

*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.*

*Call for Papers*

We anticipate calling for contributions in three broad areas of leadership
development in teacher education: personal leadership, organizational
leadership, and professional leadership.

*Personal leadership*

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.

*Organizational leadership*

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

*Professional leadership*

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.

*Timeline*

*November 15, 2023* --- Call for papers goes out, requesting abstracts only.

*December 15, 2023* --- Abstract submission (in 300-400 words excluding
references and bio statements)

*January 15, 2024* --- Full papers invited for accepted abstracts

*March 15, 2024* --- Full papers due

*June 15, 2024* --- Reviews returned

*July 15, 2024* --- Revised papers due

*August 15, 2024* --- Submit to journal

*Guest Editors*

*Hayo Reinders* (www.innovationinteaching.org) 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.

*Kathleen M. Bailey* 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.

*References*

Ajzen, I. (2011). The theory of planned behaviour: Reactions and
reflections. *Psychology & Health*, 26(9), 1113-1127.
https://doi.org/10.1080/08870446.2011.613995

Ajzen, I. (2020). The theory of planned behaviour: Frequently asked
questions. *Human Behavior and Emerging Technologies*, 2(4), 314-324.
https://doi.org/10.1002/hbe2.195

Chu, T. H., & Chen, Y. Y. (2016). With good we become good: Understanding
e-learning adoption by theory of planned behaviour and group
influences. *Computers
& Education*, 92, 37-52.
https://doi.org/10.1016/j.compedu.2015.09.013purpose

Christison, M. A., & Murray, D. E. (2009a). Introduction. In M. A.
Christison & D. E. Murray (Eds.), *Leadership in English language
education: Theoretical foundations and practical skills for changing times*
(pp. 1-10). Routledge.

Christison, M. A., & Murray, D. E. (Eds.) (2009b). *Leadership in English
language education: Theoretical foundations and practical skills for
changing times*. Routledge.

Coombe, C., McCloskey, M. L., Stephenson, L., & Anderson, N. J.
(2008). *Leadership
in English language teaching and learning*. University of Michigan Press.

Curtis, A. (Ed.). (2022). *Reflecting on leadership in language education*.
Equinox.

Knight, K. R. (2022). *English for specific purposes project leader
profiles: The leadership communication of 55 ESP project leaders*. Candlin
& Mynard Publishing.

Lee, D. Y., & Lehto, M. R. (2013). User acceptance of YouTube for
procedural learning: An extension of the Technology Acceptance Model.
*Computers
& Education*, 61, 193-208. https://doi.org/10.1016/j.compedu.2012.10.001

Nelson, T., & Squires, V. (2017). Addressing complex challenges through
adaptive leadership: A promising approach to collaboratirve problem
solving. *Journal of Leadership Education*, 16(4), 111-123.
https://doi.org/10.12806/V16/I4/T2

Pan, H. L. W., Wiens, P. D., & Moyal, A. (2023). A bibliometric analysis of
the teacher leadership scholarship. *Teaching and Teacher Education*, 121,
103936. https://doi.org/10.1016/j.tate.2022.103936

Powers, C., & Bailey, K. M. (In press). Pathways to leadership in world
language education. In H. Reinders (Ed.),. *Language teacher leadership:
Insights from research and practice*. Palgrave Macmillan.

Reinders, H. (Ed.). (2023a, in press). *Language teacher leadership:
Insights from theory and practice*. Palgrave Macmillan.

Reinders, H. (2023b). *From teacher to teacher leader*. Cambridge
University Press.

Reinders, H., Chong, S. W., & Liu, Q. Conceptualisations of and research on
language teacher leadership: a scoping review. Submitted for review.

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. *School
Effectiveness and School Improvement*, 28(3), 463-488.
https://doi.org/10.1080/09243453.2017.1319392

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

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership?
Findings from two decades of scholarship. *Review of Educational Research*,
74(3), 255-316. https://doi.org/10.3102/00346543074003255
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