StatusThe thesis was presented on the 16 October, 2015
Approved by NCAA on the 22 December, 2015
Abstract– 0.65 Mb / in romanian
ThesisCZU 37.091 (043.3)
2.39 Mb /
Structure of the thesis. The thesis is divided into introduction, three chapters, general conclusions and recommendations, bibliography (235 sources) and 11 appendices. The thesis has 159 pages of basic text, 15 figures, 26 charts.
Publications on the topic of the thesis. The research results are reflected in 16 scientific publications and participation in 8 national and international scientific forums.
Field of study TeacherLeadership as a process of development and manifestation of teacher leader in the context of learning professional communities at different levels.
Research goal consists of theoretical and methodological conceptualization of Teacher Leadership as professional and institutional development process.
Research objectives: analysis of the evolution of the concept of leadership from different perspectives; identification of the theoretical approach of Teacher Leadership; determination of the pedagogical conditions for development and manifestation of teacher leader; establishment of methodological tools for teacher training; development of teacher training leading methodological approach; experimental validation of the Methodological Model of Teacher Leadership.
Scientific novelty of the research lies in conceptualization of Teacher Leadership, derived from current needs of the education system at national and international levels on the performance of the teacher and development of the methodological model of Teacher Leadership, offering a theoretical and methodological framework for extending teacher professionalism and for maximizing personal and professional potential of teachers leaders at various levels.
Scientific problem solved lies in the theoretical and methodological conceptualization of Teacher Leadership as professional and institutional development process, thus developing Methodological Model of Teacher Leadership.
Theoretical significance of the research: the teacher leadership, learning professional community and action research concepts were defined and analysed from different points of view, followed by identification of pedagogical conditions of Teacher Leadership as professional and institutional development process. Also, we determined the value principles as significant element in directing effective teacher development to base Methodological Model of Teacher Leadership. As a result, it has been developed tools for implementing and evaluating Teacher Leadership, a scientific-practical algorithm, including self-training methodology and continuous training of teachers in this field.
The practical value of the research is certified by advanced study of Teacher Leadership experiences in the country and abroad as well as of the opportunity to implement this concept in Moldova and making recommendations for national teacher trainers; determination of the optimization opportunities for teachers professional development by engaging a comprehensive program of training that would help develop leadership skills and promote Teacher Leadership as an important concept in expanding teacher professionalism; experimental exploitation within national educational system of methodological model of Teacher Leadership; development and implementation of in-service training programs "Teacher Leadership" the main objective of which was aimed at promoting the concept of Teacher Leadership, focussed on development of leadership skills and their manifestation in professional learning communities at different levels.
The implementation of scientific results were carried out in three preuniversity institutions engaged in the experiment from Anenii-Noi, Riscani and Glodeni: Th. L. “M. Nicula”, Th. L. “L. Damian”, Gimnazium Petrunea and were presented within national and international conferences. Teachers from Edinet, Orhei, Hincesti, and Chisinau served as control sample. Then the results of the investigation have been implemented in the course of continuous professional development of teachers at Educational Centre PRO DIDACTICA.
Under consideration  :