The purpose of this study is to examine how teacher leader identities evolve across different career stages. The succeeding research posits that teacher leadership challenges the conventional leadership model where leadership is invariable in nature. To help answer this question, the study relies on constructs and framework of social theory of learning. These frameworks help to explore identity development within the context of education practice. The study also connects teacher leadership models and the career stage theory to frame leadership identity as a developmental trajectory whose scope is negotiated over a professional lifespan. The study is constructed as a narrative inquiry with narrative synthesis of existing literature. The use of narrative synthesis for the data analysis involved the use of text to explain the findings. The synthesis process then allowed for an organization of the primary themes capturing the trends and variations in the data.
| Published in | Teacher Education and Curriculum Studies (Volume 10, Issue 4) |
| DOI | 10.11648/j.tecs.20251004.13 |
| Page(s) | 120-125 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Teacher Education, Leadership, Profession, Career
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APA Style
Warren, L. L. (2025). Evolving Identities: Understanding the Development of Teacher Leaders Across Their Careers. Teacher Education and Curriculum Studies, 10(4), 120-125. https://doi.org/10.11648/j.tecs.20251004.13
ACS Style
Warren, L. L. Evolving Identities: Understanding the Development of Teacher Leaders Across Their Careers. Teach. Educ. Curric. Stud. 2025, 10(4), 120-125. doi: 10.11648/j.tecs.20251004.13
AMA Style
Warren LL. Evolving Identities: Understanding the Development of Teacher Leaders Across Their Careers. Teach Educ Curric Stud. 2025;10(4):120-125. doi: 10.11648/j.tecs.20251004.13
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Download@article{10.11648/j.tecs.20251004.13,
author = {Louis Langdon Warren},
title = {Evolving Identities: Understanding the Development of Teacher Leaders Across Their Careers},
journal = {Teacher Education and Curriculum Studies},
volume = {10},
number = {4},
pages = {120-125},
doi = {10.11648/j.tecs.20251004.13},
url = {https://doi.org/10.11648/j.tecs.20251004.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20251004.13},
abstract = {The purpose of this study is to examine how teacher leader identities evolve across different career stages. The succeeding research posits that teacher leadership challenges the conventional leadership model where leadership is invariable in nature. To help answer this question, the study relies on constructs and framework of social theory of learning. These frameworks help to explore identity development within the context of education practice. The study also connects teacher leadership models and the career stage theory to frame leadership identity as a developmental trajectory whose scope is negotiated over a professional lifespan. The study is constructed as a narrative inquiry with narrative synthesis of existing literature. The use of narrative synthesis for the data analysis involved the use of text to explain the findings. The synthesis process then allowed for an organization of the primary themes capturing the trends and variations in the data.},
year = {2025}
}
TY - JOUR T1 - Evolving Identities: Understanding the Development of Teacher Leaders Across Their Careers AU - Louis Langdon Warren Y1 - 2025/12/09 PY - 2025 N1 - https://doi.org/10.11648/j.tecs.20251004.13 DO - 10.11648/j.tecs.20251004.13 T2 - Teacher Education and Curriculum Studies JF - Teacher Education and Curriculum Studies JO - Teacher Education and Curriculum Studies SP - 120 EP - 125 PB - Science Publishing Group SN - 2575-4971 UR - https://doi.org/10.11648/j.tecs.20251004.13 AB - The purpose of this study is to examine how teacher leader identities evolve across different career stages. The succeeding research posits that teacher leadership challenges the conventional leadership model where leadership is invariable in nature. To help answer this question, the study relies on constructs and framework of social theory of learning. These frameworks help to explore identity development within the context of education practice. The study also connects teacher leadership models and the career stage theory to frame leadership identity as a developmental trajectory whose scope is negotiated over a professional lifespan. The study is constructed as a narrative inquiry with narrative synthesis of existing literature. The use of narrative synthesis for the data analysis involved the use of text to explain the findings. The synthesis process then allowed for an organization of the primary themes capturing the trends and variations in the data. VL - 10 IS - 4 ER -
College of Education, East Carolina University, Greenville, United States
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