Relevant bibliographies by topics / Role and responsibilities of teachers and in-school professional staff

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers
  5. Reports

Academic literature on the topic 'Role and responsibilities of teachers and in-school professional staff'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Role and responsibilities of teachers and in-school professional staff"

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Zaini, Muhamad, Nashuddin Nashuddin, and Wildan Wildan. "ANALYSIS OF SUPERVISORS’ PERFORMANCE IN APPLYING THEIR MAIN RESPONSIBILITIES AND FUNCTIONS IN ELEMENTARY." Primary: Jurnal Pendidikan Guru Sekolah Dasar 12, no. 1 (2023): 50. http://dx.doi.org/10.33578/jpfkip.v12i1.9253.

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This paper reports the performance of supervisors in terms of their main duties, functions, and roles in elementary schools. The research uses a qualitative approach. Data were collected through interviews, observation, and documentation. The research location was at Cluster VII, Kopang sub-district in Central Lombok. Informants in the research involved school supervisors, school principals, teachers, operators, and the Educational Government Office. The results of the research indicate the performance of supervisors is seen from the main tasks of supervisors in elementary school at Cluster VI
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Algar, Grace J., Monalisa G. Basaňes, Ardel T. Jr De La Luna, Jenny Ann A. Jentelizo, Mary Gee A. Salbibia, and Rosemary C. Trecho. "Balancing Act: Exploring the Impact of Ancillary Duties on Filipino Teachers’ Professional Lives." International Journal of Research and Innovation in Social Science IX, no. III (2025): 846–55. https://doi.org/10.47772/ijriss.2025.90300066.

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This study examines the impact of ancillary duties on Filipino teachers, focusing on their workload, job satisfaction, and coping mechanisms. Teachers are tasked with multiple responsibilities beyond instruction, including administrative work, student supervision, and school event coordination. While some find fulfillment in these roles, others experience stress due to the heavy workload. This study employed qualitative research methods, gathering data through in-depth interviews with Filipino teachers. Findings reveal that excessive ancillary duties often compromise instructional quality, for
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Wijaya, Tati. "Kepemimpinan Kepala Sekolah dalam Meningkatkan Kompetensi Profesional Guru di SMPN 6 Bathin Solapan." Journal on Education 5, no. 1 (2022): 387–99. http://dx.doi.org/10.31004/joe.v5i1.616.

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This study aims to describe the Role of the Principal's Leadership in Improving the Professional Competence of Teachers at SMP Negeri 6 Bathin Solapan. In this study the authors chose a qualitative descriptive approach, which is a research process that produces descriptive data either in the form of writing or expressions obtained directly from the field or research area about the leadership role of school principals in improving teacher professional competence at SMP Negeri 6 Bathin Solapan. The results of the study are First, the role of the principal as an administrator is shown by paying a
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Surendra, Prasad Bhatt. "School culture: English language teachers' perceptions." i-manager’s Journal on English Language Teaching 13, no. 1 (2023): 54. http://dx.doi.org/10.26634/jelt.13.1.19166.

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Teachers, students, and the administrative body are the key components of school culture as they comprise overall school activities. If these components are not adequately channelled, teachers cannot achieve a high level of professional commitment and performance. With this mindset, this study explores Nepalese English language teachers' perceptions of school culture and its role in their professional commitment. The perceptions and practises of three English language teachers who teach English at secondary schools in the Kathmandu Valley are investigated. The findings revealed that school cul
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Howard, Robin, and Jerry Ford. "The Roles and Responsibilities of Teacher Aides Supporting Students with Special Needs in Secondary School Settings." Australasian Journal of Special Education 31, no. 1 (2007): 25–43. http://dx.doi.org/10.1017/s1030011200025604.

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This study examined the perceptions of teacher aides regarding their roles and responsibilities in supporting senior students with special needs in mainstream secondary school settings. Fourteen teacher aides were interviewed using a semi‐structured interview guide to determine their views regarding their roles and responsibilities, the challenges they faced, their relationships with parents, teachers and students, and their professional development needs. Findings from the study indicated that the participating teacher aides performed a variety of roles and that they often had a considerable
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Wahyuni, Atika, Lia Nata Syafitri, and Husinsah. "Strengthening Teacher Professionalism Trough The Educational Staff Internship Program." PEBSAS: Jurnal Pendidikan Bahasa dan Sastra 2, no. 3 (2024): 10–26. https://doi.org/10.61721/pebsas.v2i3.353.

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To become a professional teacher requires intensive and continuous training. This training includes the development of pedagogical skills, mastery of materials, and the ability to adapt to educational developments. This training can be followed through the educational staff apprenticeship program. This study aims to analyze the strengthening of teacher professionalism through the educational staff apprenticeship program which has an impact on the quality of a teacher. This research uses a descriptive qualitative approach using observation and interview methods. The results of this study indica
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Akpalu, Robert, Jeanette Owusu, Emmanuel Ayisi Asare, and Peter Agyekum Boateng. "Influence of Head-Teachers’ Instructional Supervision Practices on Teacher Performance in Primary Schools in Ghana: An Integrated Theoretical Model." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 151–59. https://doi.org/10.47772/ijriss.2025.903sedu0012.

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Instructional supervision is a cornerstone of educational leadership, playing a vital role in shaping teaching quality and enhancing student outcomes. In Ghanaian primary schools, head-teachers bear the critical responsibility of supervising classroom instruction, mentoring teachers, and ensuring adherence to educational standards. These duties require head-teachers to be both instructional leaders and managers, balancing administrative responsibilities with efforts to foster professional growth among their staff (Ampofo et al., 2019). Effective instructional supervision has been linked to imp
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Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.

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Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included sem
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SAVCHENKO, S., and V. FAZAN. "THE ROLE OF ZEMSTVOS IN THE FORMATION OF TEACHER TRAINING." Pedagogical Sciences, no. 77 (August 28, 2021): 87–90. http://dx.doi.org/10.33989/2524-2474.2021.77.239311.

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Zemstvos have become one of the most important sources of education for the Ukrainian people. They began to appear in Ukraine in 1865-1866. These were elected bodies, but their activities were controlled by the governor and the interior minister. It should be noted that the main composition of the zemstvos were intellectuals and public figures. One of the responsibilities of zemstvos was to support and control public education. It was in this area that the zemstvo activity proved to be the most successful. Zemstvos had to start school in very difficult conditions not only because funds for pub
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Uleanya, Chinaza, and Rachael Gugu Mkhasibe. "Overview of the Holistic Role of Principals of Rural Secondary Schools in South Africa." UMT Education Review 4, no. 2 (2021): 74–92. http://dx.doi.org/10.32350/uer.42.04.

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The role of principals is crucial in ensuring overall successof schools. In most cases, the success or failure of students in terminal examination is attributed to the principals and teachers. Hence, this study explores the role of principals in secondary schools situated in rural communitiesvia the review method. For this purpose, relevant literature was reviewed. The findings revealed that the role of principals in rural secondary schools in South Africa isas crucial as expected from school principals in other similar contexts.They are majorly saddled with eight (8) responsibilities which in
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Dissertations / Theses on the topic "Role and responsibilities of teachers and in-school professional staff"

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Kwinda, Ntsumbedzeni Angela. "The instructional leadership role of the school principal in Thohoyandou." Diss., 2002. http://hdl.handle.net/10500/971.

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This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by a marked decline in the fulfilment of the instructional leadership role of principals in certain schools in the Limpopo Province. A literature study was undertaken to determine the role of a instructional leader, approaches to this role as well as the relationship between the principal's instructional leadership role and staff development and staff appraisal respectively. A qualitative inquiry was conducted using a focus group and
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Book chapters on the topic "Role and responsibilities of teachers and in-school professional staff"

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Uljens, Michael, and Janne Elo. "Grounding Higher Education Leadership Research in Non-affirmative Education Theory." In Educational Governance Research. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-55116-1_1.

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AbstractThis chapter argues that higher education leadership research lacks sufficient theoretical underpinning and requires a more comprehensive theoretical framework. We propose that establishing a solid theoretical foundation involves a systematic exploration of three key perspectives: the why, how and what of leadership. First, recognising that leadership in and of educational institutions is relational and contextual, shaped by historical evolution, we advocate for a clarification of universities’ roles and responsibilities from societal, cultural, disciplinary, economic and individual pe
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Tran, Annie Nguyen. "Teacher Leadership in Special Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6500-1.ch006.

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This chapter addresses the impact of the traditional hierarchical system of organizational leadership on K-12 schools, particularly in special education. This model of leadership distinguishes leaders, such as school principals, from non-leaders, such as teachers and school staff. For special education teachers, this passé model of leadership becomes a barrier for professional growth by limiting the opportunities for teacher leadership in special education. In order for special education teachers to pursue leadership positions in the K-12 education system, teachers likely have to give up their
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Breivik, Jens, Kristine Ludvigsen, Ingjald Pilskog, Elisabeth Grov Beisland, and Alexander Selvikvåg Lundervold. "Er universitetspedagogiske kurs relevante? Erfaringer fra et kurs om diskusjon som læringsaktivitet." In Det universitets- og høgskolepedagogiske vitenskapsområdet i Norge – fremvekst, grunnlagstenkning og «state of the art». Cappelen Damm Akademisk/NOASP, 2024. http://dx.doi.org/10.23865/cdf.225.ch11.

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In this chapter, we discuss the development of a university pedagogy course about how to facilitate discussion as a learning activity in higher education. Some critics have claimed that courses in university pedagogy have low relevance for university teachers. We discuss how this course is experienced by academic staff as relevant for their professional development. To develop the course, we have used a participatory action research design and invited course participants to join us in developing our practice. Participants stressed the need for a balance between theoretical insight and practica
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"The Teacher's Role in Personalized Learning." In Evaluation of Principles and Best Practices in Personalized Learning. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4237-8.ch003.

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This chapter is designed to inform teachers, administrators, policymakers, and researchers on the role of the teacher in a personalized learning (PL) environment. Teaching using a PL strategy creates a new role and set of responsibilities for teachers that also may impact the training and credentialing of preservice teachers and the professional development of existing teaching professionals. In a PL school setting, teachers may have more opportunities to settle into teacher-leader roles. The chapter provides an introduction, background information, and recent research on teaching in a PL envi
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Paschal, Mahona Joseph, Abigail Ekangouo Awanga, Jumanne Bakari Tungu, and Peter Ndomondo. "The Role of Emotional Intelligence in Educational Leadership." In Advances in Higher Education and Professional Development. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3443-0.ch016.

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This chapter explores the significance of emotional Intelligence in educational leadership. Emotional Intelligence is a critical trait for effective educational leaders as it facilitates the development of positive learning environments. Leaders with high emotional possess the ability to understand and manage their own emotions, as well as emotions and empathize with others. This enables them to build strong relationships with students, teachers, and staff, fostering open communication and collaboration. Additionally, emotional equips leaders with the skills to handle conflicts and make inform
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Al Mutawah, Masooma. "Strategic Leadership Planning for School Improvement: A Successful Model from the Kingdom of Bahrain." In Innovations in Educational Leadership and Continuous Teachers' Professional Development. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832505.

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This chapter will cover basic theories and practices of successful leadership through strategic planning. A range of issues will be explored for school improvement in an educational setting, such as: Managing educational change by identifying individual and organizational drivers for improvement; Accountability and evaluation across international contexts with consideration for how it might work in a range of situations in the national context; Preparation to lead and assess teaching and learning; How to build cohesive diversity cultures in schools that promote a positive environment where the
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Ansell, Roseanne Elizabeth, Wendy Gray Morales, Anne Kuras, Christina Marie Requa, and Tracy Mulvaney. "Leading Transformational Experiences for K-8 Teachers." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch010.

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School and district leaders have recognized that traditional educational practices such as “one and done” professional development and “drill and kill” standardized test preparation are not meeting the needs of adult and young learners. Schools all over the world are now starting to embrace innovative programs that focus on reflection, engagement, and overall well-being of staff and students. This chapter focuses on the role of teacher leaders in launching innovative programs that lead to long lasting positive change in their schools. These educators are also completing a doctoral program in e
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Torres, Kelly M., and Aubrey Statti. "The Impact of Teacher Leaders in STEM Education." In Advances in Educational Technologies and Instructional Design. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5920-1.ch004.

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The role of teachers continues to change as they receive new responsibilities and roles within their schools. Through engagement in professional development, teachers receive unique opportunities to become leaders within their schools by promoting student achievement and enhancing school practices and policies, particularly for STEM education. However, due to a shortage of qualified teachers in STEM education, teacher leaders are becoming even more imperative for supporting learner growth and promotion of STEM related fields. Further, STEM teacher leaders provide mentorship to their colleagues
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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "The Role of Staff and Community Partners." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0014.

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One reason that student transition between schools hasn’t received the attention that it should is because schools traditionally have not had staff members directly in charge of assuring that welcoming and transition procedures are in place. Monitoring how students are adjusting to their new classes, routines, and peer groups can fall by the wayside until a problem arises. “Nobody owns that piece,” says Robin Harwick, a Seattle University researcher who previously worked at Treehouse, a nonprofit agency that provides educational services for children in foster care. Too often, she adds, educat
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Bulanova, Marina B. "Russian teaching and authority: experience of interaction." In Russia in Reform: Year-Book [collection of scientific articles]. Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences, Moscow, Russian Federation, 2024. http://dx.doi.org/10.19181/ezheg.2024.13.

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Modern Russian teaching has formed in the process of long historical evolution. This article examines the formation of this professional group in a rather difficult situation that developed in the period from 1917 to 1929. In educational policy, a key role was assigned to the educational process, therefore, itwas important for the authorities to divide teaching into old (pre-revolutionary) and new (Soviet) according to the level of understanding and implementation of the ideology of the Soviet state. Two periods of interaction between teachers and authorities are identified: from 1917 to 1922
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Conference papers on the topic "Role and responsibilities of teachers and in-school professional staff"

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Uibu, Krista, and Age Salo. "THE DUAL ROLE OF SCHOOL MENTORS: HOW TO ESTABLISH TEACHING AND SUPERVISION GOALS?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end027.

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"In several countries, the schools’ responsibilities in preparing student teachers for their future work have increased over the last decade (Sandvik et al., 2019). In cooperation with the universities, school mentors are expected to set an example of how to teach pupils and use appropriate teaching practices in lessons. School mentors are expected to be capable of choosing teaching practices that achieve several educational goals and to connect student teachers’ theoretical concepts with practical training. However, not all school mentors are sufficiently prepared to supervise students and ma
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Menashko, Yfat, and Nina Pestusco. "Effective school leadership: lessons and reflections from a twelve-year effort in a struggling urban school." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v1.39.

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In an era marked by heightened competition, economic growth, and financial instability, organizations face complex challenges that threaten their stability. To navigate these crises, they are turning to innovative leadership strategies. This study explores the role of authentic leadership in educational organizations, focusing on how school principals' leadership styles influence school performance and teachers' perceptions of their professional competence. The research forms part of a broader doctoral thesis that examines the impact of authentic leadership in education. The study demonstrates
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Ianos, Maria gratiela, and Ana voichita Tebeanu. "A STUDY ON INITIAL TRAINING AND COMPETENCE MODEL FOR TEACHERS IN PROFESSIONAL AND TECHNICAL EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-150.

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Technical and vocational education and training (TVET) plays an important role in economic development, due to is its main orientation towards the world of work (UNESCO TVET Strategy 2016-2021) and the emphasis of the curriculum on the acquisition of employable skills. It's considered to be a tool for productivity enhancement and poverty reduction, at a global level (Europe 2020 communication, EU 2010, 2014). The dynamics of change in TVET in recent years has generated new perspectives / approaches regarding the role of the teacher and his/her responsibilities, on the one hand, and, on the oth
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ANTONOVICI, Corina-Georgiana, and Carmen SĂVULESCU. "Fostering motivation in the pre-university education system in Romania." In Strategica. Faculty of Management - SNSPA, 2023. http://dx.doi.org/10.25019/str/2023.001.

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Investing in the human factor represents the safest way to ensure the organization's success and bright future. Educational reform, teaching practice, and teachers’ psychological accomplishment and well-being are crucial for the success of educational units. Motivated teachers create an engaging and collaborative environment for pupils to learn. However, keeping the teaching staff motivated can be challenging sometimes. The paper analyzes the overall motivation level, focusing on its components, role, and importance in education. At the same time, this study accurately evaluates the motivation
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SCUTARU, Albina, and Diana ANTOCI. "Pedagogical action research: findings and perspectives." In "Higher education: traditions, values, perspectives", international scientific conference. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p171-178.

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The present article theoretically approaches the concept of action research through the prism of the opinions of native and foreign researchers and reviews the current meanings of the given notion, the perspectives of analysis and exploration. In the context of contemporary educational policies, we note the innovativeness of the concept without which it would be impossible to appreciate the activity of teachers and researchers in the field of education. Emerging from the given statement, an important directive is the identification of the specifics of action pedagogical research for teaching s
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Colibaba, Anca cristina, Cintia Colibaba, Stefan Colibaba, Claudia elena Dinu, and Irina Gheorghiu. "THE POWER OF EXAMPLE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-195.

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The article focuses on The School@Work project (Project Number: 2014-1-IT02-KA201-003985; Programme: Erasmus+ KA2 - Strategic Partnership), developed by partners from Belgium, France, Italy, Lithuania, Romania and Spain. The project underlying principle is the collaboration across Europe between schools and labour market with a view to joining all efforts in order to facilitate students' entrance in the labor market smoothly and easily. The article presents the project main objectives, activities and outcomes. The project aims at providing teachers and counsellors with the necessary e-tools in
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Yateem, Karam, Mohammed Al Dabbous, and Mohammed Khanferi. "Corporate Social Responsibility CSR and Citizenship Engagement." In International Petroleum Technology Conference. IPTC, 2022. http://dx.doi.org/10.2523/iptc-22073-ea.

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Abstract The main objective of the paper is to outline a well-established CSR program and covers a number of special social engagement events throughout the years covering diverse demographics in collaboration with multiple organizations and corporate entities of technical/professional societies and academia to effectively collaborate and conduct major activities such as: Community awareness aiming to engage the local communities and promote the awareness of environmental conservation. Safety and environmental awareness for school students to learn tips about protecting the environment and hom
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Reports on the topic "Role and responsibilities of teachers and in-school professional staff"

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Heng, Kimkong. Cambodia’s Aspirations to Become a Knowledge-Based Society: Perspectives of Cambodian University Students. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.138.202305.

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Background Cambodia envisages to become an upper-middle-income country by 2030 and a high-income country by 2050. The country also aspires to develop into a knowledge-based society (MoEYS 2014). To support these goals, it is crucial to consider the role of higher education institutions (HEIs), particularly universities, in training, research and service. However, research has shown that Cambodian higher education is faced with many challenges ranging from skills mismatches to fragmented governance to limited research capacity and stakeholder involvement (Heng and Sol 2022a; Kwok et al. 2010).
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