What Teacher Leadership Means to Me

In my roles as a father, husband, pet servant, at home, last night I dealt with our family poodle, Rusty, who hurt himself. As a result, our family had a restless night of worry and problem-solving. In my professional role, as a rural school Principal was impacted, as I navigated through the next day somewhat distracted and a little tired. I was reminded of how important relationships are to leadership. Leadership, after all, is about creating a culture where everyone feels valued and supported–even when things are not going perfectly. In my family others show leadership, not just me. In my school, teachers also show leadership. My family and my school are better when I understand this distinction as a family and leader

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Author bios

Teacher Morale in Canadian Schools: Conceptual Perspectives and Research Insights

This paper aims to contribute to a deepened understanding of teacher morale in Canadian schools, particularly in the context of educational effectiveness and teacher retention. Here, we contribute to the scholarly discourse on teacher morale by discussing the development of the phenomenon from a historically favorable state to the present struggles encountered by educators across the world, and provides practical insights into strategies for maintaining and boosting morale. It explores the key factors that contribute to the decrease in teacher morale, including increased responsibilities, pressures of accountability, and lack of support. It highlights the current state of teacher morale and examines the impact of specific policies. By focusing on teacher morale, this study will inform strategies that enhance job satisfaction and professional development, which are essential for fostering resilient teaching practices in Canadian schools

Cultural Leadership: A Team Effort

All teachers are leaders, and leaders change structural norms. In our case, leadership involved bringing a schoolwide cultural education project to Clarenville Middle School. My name is Leah Paranavitana and I am a teacher of visible minority. As a child growing up in the NL school system in St. John’s, Newfoundland, I was exposed to peers of various cultures and backgrounds through school involvement with community organizations such as Sharing Our Cultures

School-based Reading Specialists in Newfoundland and Labrador: Optimally positioned to lead change

This qualitative study focused on the literacy leadership of School-based Reading Specialists (SbRSs) in Newfoundland and Labrador, Canada. Research on reading specialists is scant, particularly in Canada. Studies completed thus far agree that the role is not clearly defined, and more research is needed. This study aimed to understand the experiences and perspectives of the participants through an examination of leadership, specifically how reading specialists describe and position themselves as instructional leaders. Thirteen SbRSs participated in two virtual focus groups in October and November 2023 to discuss their experiences. The focus groups' discussions were structured around three research questions: What evidence is there that reading specialists view themselves as literacy leaders? What do they perceive as potentially supporting their leadership? What do they perceive as potential barriers to their leadership

Beyond Hate: Confronting Islamophobia and Anti-Muslim Racism in Social Work

Islamophobia and anti-Muslim racism (AMR) remain pervasive in Canada, with the country ranking as the worst in terms of targeted killings of Muslims among the G7 nations. This violence is not only fueled by fear and hatred of Muslims but is deeply ingrained in institutional and structural systems. This paper challenges the conventional view of Islamophobia and anti-Muslim racism as merely an individual or moral issue, arguing instead that it is a form of racial and colonial violence that intersects with other forms of systemic oppression, such as sexism, anti-Black, anti-Brown, and anti-Arab racism. Social work, a profession grounded in social justice, must engage with AMR at all levels if it is to fulfill its commitment to equity and human rights. By applying critical race and anti-colonial theories, this paper illustrates how AMR is a multifaceted issue that impacts not only Muslim communities but also intersects with identities such as race, ethnicity, gender, sexuality, and religious dress. It offers a framework for addressing AMR within social work, emphasizing the need for a comprehensive approach that includes direct practice, policy and community work, research, and education. The paper concludes with recommendations for social workers to adopt anti-Muslim racist strategies that confront AMR, while identifying key challenges and opportunities for transformative change in the profession

Teacher Leadership-even more – transformational teacher leadership

Too many scholars and leadership writers profess that leadership is hard to define. Leadership, simply put is the act of influencing the direction of others. Either as the result of a formal role, such as a school principal, of the more collegial form wherein persons of equal authority influence one or the other. There are two broad themes reflect in this journal: leadership that is inclusive of others in the system and leadership that empowers others in the system and linked to teachers as leaders

Nurturing Inuit Education Leadership in Nunatsiavut

This case study of Inuit teachers, in the Inuit-governed region of Nunatsiavut, is part of a larger research project across Inuit Nunangat examining the preparation, resiliency, and experiences of teachers working in K-12 education. In the past, Inuit who worked in schools were teachers of Inuktitut (Inuit language) or Ilusivut (Inuit crafts and life skills). Now, many Inuit educators are certified teachers who work at all grade levels to infuse Inuit knowledge and pedagogies in Nunatsiavut area schools. In collaboratively exploring the professional lives of teachers, the co-authors examine educators’ dedication to these efforts. Regardless of their position within Newfoundland and Labrador (NL) schools under the Department of Education, these educators are de facto educational and cultural leaders, guiding the next generation with a profound commitment to celebrating and preserving Inuit cultural identity. They engage in self-directed and collaborative professional learning that builds their knowledge and skills in promoting Inuit education. Encouraging a more holistic, practical and meaningful way of teaching that connects to Inuit ways of knowing and being rather than the rigidity of the colonial systems in which they were educated is at the core of these teachers' beliefs. This also includes understanding the existing structures and ways in which they can modify curriculum and how it is delivered to better fit the needs of the students to be more engaging, relevant, and meaningful. The writing style of the article privileges the voices of Inuit educators and highlights the Inuit co-authors as education leaders in the region

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