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Preface; Acknowledgements; Contents; Teacher Empowerment: Leadership, Autonomy and Accountability; 1 Evolution of Teacher Leadership as a Challenging Paradigm in Rethinking and Restructuring Educational Settings; Abstract; 1.1 Introduction; 1.2 A Brief History of Teacher Leadership; 1.3 Conceptual Definition of Teacher Leadership; 1.4 Theoretical Paradigms for Reinterpretation of Teacher Leadership in Managing and Leading Schools; 1.5 Teacher Leadership Policy and Practices in Turkey; 1.6 Conclusions; References; 2 Promoting Teachers' Leadership Through Autonomy and Accountability; Abstract
2.1 Introduction2.2 Definition of Teacher Leader; 2.2.1 Roles and Responsibilities; 2.3 Standards for Teacher Leaders; 2.3.1 Domain 1: Fostering a Collaborative Culture; 2.3.2 Domain 2: Accessing and Using Research; 2.3.3 Domain 3: Promote Professional Learning; 2.3.4 Domain 4: Support Improvement in Teaching and Students Learning; 2.3.5 Domain 5: Use of Assessment; 2.3.6 Domain 6: Improve Outreach and Collaboration with Families and Community; 2.3.7 Domain 7: Advocating Students' Learning and Profession; 2.4 Conditions that Promote Teacher Leadership; 2.4.1 A Safe Environment for Risk Taking
2.4.2 Supportive Administrator2.4.3 Absence of "Tall Poppy Syndrome"; 2.4.4 Opportunities to Foster Leadership Skills; 2.5 Autonomy; 2.5.1 The Concept of Teacher Autonomy; 2.5.2 Forms of Teacher Autonomy; 2.5.2.1 General Professional Autonomy; 2.5.2.2 Collegial Professional Autonomy; 2.5.2.3 Individual Autonomy; 2.5.3 Benefits of Teacher Autonomy; 2.5.4 Implications of Teachers Autonomy for Teachers Leadership; 2.5.5 What is Not Part of Teachers Autonomy; 2.6 Accountability; 2.6.1 The Concept of Teacher Accountability; 2.6.2 Benefits of Teacher Accountability
2.6.3 Measures of Teachers Accountability2.6.4 Implications of Teachers Accountability for Teachers Leadership; Bibliography; 3 Sharing School Leadership: Principalship Empowerment or Relegation?; Abstract; 3.1 Introduction; 3.2 Shared Leadership Effectiveness and Implications; 3.3 Shared, Vertical and Transformational Leadership: Clash of Theories; 3.4 Shared Leadership: Implications for the Group Decision-Making Process; 3.5 Distributed Leadership Effectiveness and Its Implications; 3.6 Research Implication for Future Practices; 3.7 Conclusion; References
4 Changing Definition of Teacher Professionalism: Autonomy and AccountabilityAbstract; 4.1 Defining Teacher Professionalism; 4.2 Changing Definition of Teacher Professionalism; 4.3 Lessons Learnt from the Hong Kong Education System; 4.3.1 1965-1984: An Era of Quantitative Expansion; 4.3.2 1984-1997: An Era of Quality Concerns; 4.3.3 1997 and Beyond: New Demands of Professionalism Due to Close Surveillance of Various Stakeholders; 4.4 Conclusion and Looking Forward; References; 5 Teachers' Autonomy and Accountability in Assessing Students' Physical Education in School-Based Assessment
2.1 Introduction2.2 Definition of Teacher Leader; 2.2.1 Roles and Responsibilities; 2.3 Standards for Teacher Leaders; 2.3.1 Domain 1: Fostering a Collaborative Culture; 2.3.2 Domain 2: Accessing and Using Research; 2.3.3 Domain 3: Promote Professional Learning; 2.3.4 Domain 4: Support Improvement in Teaching and Students Learning; 2.3.5 Domain 5: Use of Assessment; 2.3.6 Domain 6: Improve Outreach and Collaboration with Families and Community; 2.3.7 Domain 7: Advocating Students' Learning and Profession; 2.4 Conditions that Promote Teacher Leadership; 2.4.1 A Safe Environment for Risk Taking
2.4.2 Supportive Administrator2.4.3 Absence of "Tall Poppy Syndrome"; 2.4.4 Opportunities to Foster Leadership Skills; 2.5 Autonomy; 2.5.1 The Concept of Teacher Autonomy; 2.5.2 Forms of Teacher Autonomy; 2.5.2.1 General Professional Autonomy; 2.5.2.2 Collegial Professional Autonomy; 2.5.2.3 Individual Autonomy; 2.5.3 Benefits of Teacher Autonomy; 2.5.4 Implications of Teachers Autonomy for Teachers Leadership; 2.5.5 What is Not Part of Teachers Autonomy; 2.6 Accountability; 2.6.1 The Concept of Teacher Accountability; 2.6.2 Benefits of Teacher Accountability
2.6.3 Measures of Teachers Accountability2.6.4 Implications of Teachers Accountability for Teachers Leadership; Bibliography; 3 Sharing School Leadership: Principalship Empowerment or Relegation?; Abstract; 3.1 Introduction; 3.2 Shared Leadership Effectiveness and Implications; 3.3 Shared, Vertical and Transformational Leadership: Clash of Theories; 3.4 Shared Leadership: Implications for the Group Decision-Making Process; 3.5 Distributed Leadership Effectiveness and Its Implications; 3.6 Research Implication for Future Practices; 3.7 Conclusion; References
4 Changing Definition of Teacher Professionalism: Autonomy and AccountabilityAbstract; 4.1 Defining Teacher Professionalism; 4.2 Changing Definition of Teacher Professionalism; 4.3 Lessons Learnt from the Hong Kong Education System; 4.3.1 1965-1984: An Era of Quantitative Expansion; 4.3.2 1984-1997: An Era of Quality Concerns; 4.3.3 1997 and Beyond: New Demands of Professionalism Due to Close Surveillance of Various Stakeholders; 4.4 Conclusion and Looking Forward; References; 5 Teachers' Autonomy and Accountability in Assessing Students' Physical Education in School-Based Assessment