To see the other types of publications on this topic, follow the link: Teacher Leader Development.
Journal articles on the topic 'Teacher Leader Development'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teacher Leader Development.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Bundy, Anthony Stephan, Kevin J. Walsh, and Geraldine Mongillo. "An Examination of the Various Ways Teachers Become Leaders: A Blended Process." Journal of Education and Training 2, no. 2 (August 8, 2015): 260. http://dx.doi.org/10.5296/jet.v2i2.7968.
Full textAbstract:
<p>The purpose of this exploratory study was to identify leadership factors that teachers viewed as most influential in their development as teacher leaders, and to generate suggestions to assist in the selection and cultivation of teacher leaders. This research employed a small sample of six teachers who were pursuing leadership roles and were identified as teacher leaders within their respective schools. Data collection was conducted through structured interviews, review of school documents, and a survey instrument. Teachers’ interview data were coded based on key teacher leader qualities and behavioral characteristics identified in current literature. Analysis and subsequent findings concluded that teacher leader development is a blended process involving multiple key factors such as: self-reflection, teacher expertise, student-advocacy, professional development experiences, organizational empowerment for teachers, opportunities for job embedded collaboration with peers, teacher passion, and vision.</p>
2
Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke, and Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction." Journal of School Leadership 29, no. 1 (January 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.
Full textAbstract:
Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.
3
Lamanauskas, Vincentas. "TEACHER-EDUCATOR VERSUS TEACHER-LEADER." Problems of Education in the 21st Century 72, no. 1 (August 25, 2016): 4–5. http://dx.doi.org/10.33225/pec/16.72.04.
Full textAbstract:
Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader), leadership influence on organisation management and other have been investigated in one way or another. On the other hand, quite a lot of attention has been devoted to school managers, having in mind that they should not be just managers, but real managers – leaders. There is no intention to discuss various leadership concepts or to give any recipes how to turn teachers and managers to leaders. Moreover, there exists a vast diversity of concepts. It is obvious, that poor, ineffective and unsuitable management affects the teachers and the teaching learning process itself. It is logical, that this aspect has to be evaluated, and only people suitably prepared and ready for this should become managers of educational institutions. On the other hand, it wouldn’t be fair to identify managers and management with leadership.
4
Margolis, Jason, and Kristin Shawn Huggins. "Distributed but Undefined: New Teacher Leader Roles to Change Schools." Journal of School Leadership 22, no. 5 (September 2012): 953–81. http://dx.doi.org/10.1177/105268461202200506.
Full textAbstract:
This article examines teacher leader role development and definition by looking at one emergent model of distributed leadership: the hybrid teacher leader (HTL). HTLs are teachers whose official schedule includes both teaching K–12 students and leading teachers in some capacity. Participants included six HTLs across four school districts over 2 years, as well as their administrators. Extensive qualitative data were collected and subsequently analyzed, including interviews, on-site observations, and artifacts. Findings included a pervasive lack of role definition for the HTLs amid heightened organizational complexity, leading to numerous de facto definitions emerging. Conflicting de facto definitions led to diminished success for the HTLs, relationship deterioration, a reversion to professional development removed from the classroom, and a lack of capacity to account for HTL efficacy. The study concludes that for new teacher leaders to be successful, states and districts will need to much more clearly define roles and priorities and be specific about how budget-compensated teacher leader time is used.
5
Dexter, Sara, and Emily A. Barton. "The development and impact of team-based school technology leadership." Journal of Educational Administration 59, no. 3 (April 6, 2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.
Full textAbstract:
PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.
6
Polizzi, Samuel J., Brandon Ofem, William Coyle, Keith Lundquist, and Gregory T. Rushton. "Social network data from teacher leader development." Data in Brief 25 (August 2019): 104182. http://dx.doi.org/10.1016/j.dib.2019.104182.
Full text
7
Namsone, Dace, Līga Čakāne, and Dina Sarceviča - Kalviške. "TEACHER TEAMS AND SCHOOLS BECOME LEADERS TO DISSEMINATE INNOVATIVE PRACTICE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 208. http://dx.doi.org/10.17770/sie2016vol2.1393.
Full textAbstract:
We will introduce a study about teachers taking part in networking for personal development and becoming teacher leaders. In 2011 a multilevel national joint collaboration network of schools with innovative experience was created to foster dissemination of new teaching and learning experiences among teachers. In order to organize learning for teachers, a lesson based collaborative continuous teacher professional learning model was implemented. The research shows that conducting and analyzing lessons has helped participants become more competent professionals and develop skills that are crucial for a good leader. Categories characterizing teacher leaders and lead schools were identified. Factors that facilitate or limit teachers or schools to become leaders are discussed.
8
Da Costa, Maria Cristina Oliveira, and Antonio Manuel Dias Domingos. "The role of leadership in a STEM teachers professional development programme." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 1–11. http://dx.doi.org/10.18844/prosoc.v6i7.4504.
Full textAbstract:
The international academic community recommends the integration of Science, Technology, Engineering and Mathematics (STEM) education in order to better prepare students to face the increasing challenges of our real world. However, literature diagnoses difficulties related to the implementation of STEM integrated tasks by the teachers in school, related to the need of having enough specialised knowledge to achieve this goal. Teachers are the key to any process of a pedagogical intervention. In this regard, there is the need to promote their professional development, which raises the following question: What strategies of a professional development programme (PDP) provide teachers with motivation and confidence to innovate their practices? This paper discusses the role of leadership as an important strategy to promote the efficacy of a STEM PDP. With a qualitative methodology and an interpretative approach, a primary school teacher case study is presented. The teacher was able to develop STEM integrated tasks in the context of a collaborative network involving the team´s project leader, the school leaders and the training centre leader.
Keywords: Collaboration, leadership, primary school, professional development, STEM.
9
Abramovich, Anat, and Shirely Miedijensky. "From a Guided Teacher into Leader: A Three-Stage Professional Development (TSPD) Model for Empowering Teachers." Higher Education Studies 9, no. 2 (March 6, 2019): 57. http://dx.doi.org/10.5539/hes.v9n2p57.
Full textAbstract:
A three-stage professional development (TSPD) model for training experienced teachers to become teachers’ leaders is presented here, along with a study assessing its value. The three stages of the model are: a “basic training” stage, a “master-teacher” stage, and an “independent implementation” stage. This qualitative study included open questionnaires and interviews of participants and course leader after the various stages. Statements were classified accordingly to three main themes: ‘teachers as pedagogues’, ‘teachers’ involvement in environmental science (ES) community’, and ‘teachers’ as leaders’. Results show that participating in the TSPD course enabled teachers to unify into one coherent community with similar goals, increased their self-confidence, empowered them as teachers by improving classroom function, and intensified their abilities to act as teachers’ leaders. This model, although tested on environmental science teachers, is applicable to any teacher community.
10
Warren, Louis L. "Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools." International Research in Higher Education 2, no. 4 (November 21, 2017): 9. http://dx.doi.org/10.5430/irhe.v2n4p9.
Full textAbstract:
Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.
11
Kielar, Marzanna. "Integral teacher as an evolutionary leader." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 283–301. http://dx.doi.org/10.5604/01.3001.0014.6570.
Full textAbstract:
This article describes competencies of an integral teacher in the light of research in the field of leadership. It starts with presenting the development of consciousness in an integral perspective. Recognizing this field is especially important in the context of adult education and in order to awaken developmental motivation. The Author adapts models of construct-developmental researchers and draws from them the desired competencies of an integral teacher. At the end the Author calls for the education of a new type of teacher as a leader with post-conventional consciousness, who is powerful enough to catalyze the integral development of students.
12
Herawan, Endang. "KINERJA KEPALA SEKOLAH SEBAGAI INSTRUCTIONAL LEADER." PEDAGOGIA Jurnal Ilmu Pendidikan 13, no. 2 (August 25, 2016): 259. http://dx.doi.org/10.17509/pedagogia.v13i2.3551.
Full textAbstract:
One of the tasks that must be performed by a school principal is the leader. To achieve quality learning, principals in running leadership should be oriented or focus on learning. Leader learning in performing their duties aimed at aspects of the curriculum, PBM, assessment of learning outcomes, teacher development, creating a conducive environment that allows teachers and guide students can study well. To be able to carry out leadership learning required set of competencies, is to formulate learning objectives, directing and guiding curriculum development , improvement PBM, evaluating the performance of teachers and develop it, build a learning community and continuous improvement and build a community of learners .Keywords: Leadership, Competence, Community.
13
Margolis, Jason, and Anne Doring. "The Fundamental Dilemma of Teacher Leader-Facilitated Professional Development." Educational Administration Quarterly 48, no. 5 (July 20, 2012): 859–82. http://dx.doi.org/10.1177/0013161x12452563.
Full text
14
Zydziunaite, Vilma, Lina Kaminskiene, Vaida Jurgile, and Tetiana Ponomarenko. "BECOMING A TEACHER: HOW TO RECOGNIZE THE SELF AS A LEADER IS A CLASSROOM." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 513. http://dx.doi.org/10.17770/sie2020vol2.5050.
Full textAbstract:
The notion of ‘teacher leader in a classroom’ recently has been shifted. In the past, teacher leadership in a classroom was limited to didactics and expertise. Teachers have long served as ‘executors’, ‘executants’, not ‘leaders’ who are capable to manage the change and co-creation of knowledge within the interaction with students in a classroom. The aim of the study is to provide the descriptive analysis on contemporary research-based development regarding teacher leadership with the focus on concepts such as ‘becoming a teacher’, ‘professionalism of a teacher’, ‘co-creation’ and ‘teacher leadership’. Methods. The study is based on descriptive theoretical analysis. Conclusion. Becoming a teacher is the continuous process and means accepting the chal-lenge of imparting knowledge and guidance and approaching a high degree of ambivalence as it requires great diligence on the part of the teacher to be able to carry out her / his pro-fessional responsibilities. Co-creation is inseparable part of both - becoming a teacher and being a teacher leader as it helps to support the positive teaching-learning relationships and create the effective learning environments. Teacher leadership in a classroom is impossible to implement without self- recognition, which means in teaching practices teacher’s self-awareness.
15
Swanwick, Keith. "The ‘good-enough’ music teacher." British Journal of Music Education 25, no. 1 (March 2008): 9–22. http://dx.doi.org/10.1017/s0265051707007693.
Full textAbstract:
Teaching and learning are complex processes and evaluating the work of music teachers is neither obvious nor simple. The outcomes of educational transactions may not be completely or immediately apparent. Furthermore, the contexts in which musical skills and understanding are acquired are multiple, going well beyond the formal categories of ‘general’ class music teacher or the ‘private’ instrumental and vocal teacher. In many of these alternative settings, standardised student assessment or teacher evaluation processes may be inappropriate. In this paper, an approach to evaluating teaching and learning draws on Swanwick's three principles for music educators. To these three principles is added the need to understand the educational and social context in which a teacher works. These criteria help to identify the ‘good-enough’ teacher's contribution to students' musical development. The concept of the ‘good-enough’ teacher is exemplified, not in the context of conventional formal teaching settings but in a third, much less defined role, that of music leader. The extent to which music leaders contribute to their musical environment is evaluated in a study of their continuing professional development. This evaluation was initiated by Youth Music, a UK organisation working alongside the formal and community-based sectors to support music-making and training.
16
Berg, Jill Harrison, and Bill Zoellick. "Teacher leadership: toward a new conceptual framework." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 2–14. http://dx.doi.org/10.1108/jpcc-06-2018-0017.
Full textAbstract:
Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.
17
Briggs, John. "Ronan as educator: teacher and academic leader." Space and Polity 24, no. 2 (May 3, 2020): 288–93. http://dx.doi.org/10.1080/13562576.2020.1788931.
Full text
18
Polizzi, Samuel J., Brandon Ofem, William Coyle, Keith Lundquist, and Gregory T. Rushton. "The use of visual network scales in teacher leader development." Teaching and Teacher Education 83 (July 2019): 42–53. http://dx.doi.org/10.1016/j.tate.2019.03.018.
Full text
19
Borko, Hilda, Janet Carlson, Rebecca Deutscher, Kelly L. Boles, Victoria Delaney, Alissa Fong, Michael Jarry-Shore, et al. "Learning to Lead: an Approach to Mathematics Teacher Leader Development." International Journal of Science and Mathematics Education 19, S1 (March 2, 2021): 121–43. http://dx.doi.org/10.1007/s10763-021-10157-2.
Full text
20
Arief, Muhammad. "Kepemimpinan Kepala Madrasah dalam Pengembangan Profesionalisme Guru di Bidang Teknologi Informasi." KURIOSITAS: Media Komunikasi Sosial dan Keagamaan 11, no. 2 (December 20, 2018): 158–75. http://dx.doi.org/10.35905/kur.v11i2.727.
Full textAbstract:
This article describes the headmaster of the madrasah leadershipand his strategies and roles in developing teacher professionalism, and to describe the headmaster's leadership model in developing teacher professionalism in MAN 2 Parepare. The type of research was qualitative research with a case study design by taking data sources to the head of the madrasa and teachers through data collection techniques of observation, interviews, and documentation. The results of the study indicate that the headmaster's leadership must be able to carry out the task as an educator, manager, administrator, motivator, supervisor, innovator and leader. This study implications was the need for leadership attention to subordinates through the development of teacher professionalism. It is expected that each leader will immediately reevaluate his leadership model so far, and always strive to improve the professional development of teachers in the madrasa he leads.
21
Siva Vikaraman, Sharmini, Azlin Norhaini Mansor, and Mohd Izham Mohd Hamzah. "Influence of Ethical Leadership Practices in Developing Trust in Leaders: a Pilot Study on Malaysian Secondary Schools." International Journal of Engineering & Technology 7, no. 3.30 (August 24, 2018): 444. http://dx.doi.org/10.14419/ijet.v7i3.30.18348.
Full textAbstract:
Significant school leadership involves the ability to influence, motivate and; change teacher work behavior patterns towards achieving positive work place attitude and organizational goals. This quantitative correlational case study, aims at identifying the level of ethical leadership and trust in leader practiced by leaders, presenting facts and figures that determines the influence of ethical leadership practices in developing trust in leader that is presumed to lead to better work place behaviours. This cross-sectional study is a pilot survey which collected 31 national secondary school teachers’ perception on their school principal’s ethical leadership practices and their trust on their leaders through an on-line survey. The Ethical Leadership at Work and Trust in Leader questionnaire used in this study were strongly reliable with Cronbach Alpha values of 0.965 and 0.981 respectively. Results showed level of ethical leadership practiced among secondary school principals and trust in their principal are both at high level. Findings also shows that ethical leadership correlated positively in the development of trust in leaders. The two practices of ethical leadership that showed very strong significant impact on developing trust in leaders were integrity and people orientation. The results encourage other researchers to explore the practice of ethical leadership with a larger sample, different variables and aims with the goal of improving leadership roles and teacher work performance.
22
Osmond-Johnson, Pamela. "Becoming a teacher leader: building social capital through gradual release." Journal of Professional Capital and Community 4, no. 1 (January 21, 2019): 66–80. http://dx.doi.org/10.1108/jpcc-05-2018-0016.
Full textAbstract:
Purpose The purpose of this paper is to explore the use of a mentored model of gradual release to build social capital and support teachers as they adopt new identities as leaders of professional learning. Design/methodology/approach Data for the paper were collected as part of a case study which explored the Provincial Facilitator Community (PFC) in Saskatchewan, Canada as one approach to creating a collaborative culture of teacher-led learning and leadership. Findings The findings suggest that becoming a leader of professional learning is a complex process of gaining confidence, building capacity and transitioning into a new professional identity. In the PFC, this process was markedly supported through a structured and intentional system of modeling and peer-mentorship that promoted the development of social capital across the group. Originality/value The paper provides new insights around the use of a mentored model of gradual release to create opportunities to develop social capital that, in turn, helped prepare and sustain teachers in adopting new roles as leaders of professional learning.
23
Shah, Sayyed Rashid, Rooh Ul Amin, and Hussain Ahmad. "Negotiating Identity of a Teacher and Teacher Leader in Teaching English to the Speakers of Other Languages: Evidence from Literature." Global Social Sciences Review III, no. I (March 30, 2018): 279–97. http://dx.doi.org/10.31703/gssr.2018(iii-i).17.
Full textAbstract:
The aim of this theoretical paper is to understand the meaning of identity and it is shaping at the workplace. While focusing on teacher leaders’ professional identity, this paper examines the notion of identity, and its development in education settings. The notion of identity formation determines teacher identity formation and teacher leaders’ identity development in various contexts. The paper reviews literature on how teachers evolve their leadership identity as a result of personal characteristics integrated into external and internal factors. This assimilation contributes to the process of identity formation. Personal attributes include credibility as a competent classroom teacher, intrinsic motivation for leadership, ability to create a positive school culture, utilization of the past experiences and having knowledge of the field. Other factors include influence of context or school culture, professional support available at work, appreciation and guidance from senior leadership, leadership models or structures in schools, professional learning communities, campus-based professional development courses or programs, professional networking and collegial practices in the school. The reviewed literature also indicates that teacher leadership identity is an important aspect of teacher professional development, particularly in the UK and the US school settings. The review also brings up the significance of teachers as leaders and highlights how teachers shape their leadership identity while working in school context. As this review identifies lack of research on teacher leaders’ identity formation in TESOL contexts as well as higher education institutions, it concludes with suggestions for future research in the said field.
24
Jurgilė, Vaida, Tetiana Ponomarenko, Lina Kaminskienė, and Vilma Žydžiūnaitė. "EXPLORING THE LITERATURE ON CONCEPTS OF TEACHER LEADERSHIP AND TEACHER-LEADER: IS THERE A DIFFERENCE?" SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 234. http://dx.doi.org/10.17770/sie2020vol3.4948.
Full textAbstract:
The purpose of the current paper is to explore the concepts of “teacher leadership” and “teacher-leader”. The current article highlights and compares the usage of the two concepts, explores the new perspectives for determination of teacher leadership within school environment. It draws from literature on teacher leadership and on-the-job leadership development to explore insights and issues on teacher leadership development, and it presents cases for theoretical determination of both concepts. The concept analysis method was implemented in order to collect the recent literature and explore the concepts of “teacher leadership” and “teacher-leader”. The novelty of the current research is the definition of peculiarities in usage of both terms. The results indicate that the concept of teacher leadership is regarded as a process and activity, while the concept of teacher-leader is mostly regarded as a component of teacher’s professional identity. The article concludes with implications for further theoretical research on teacher leadership.
25
Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
Full textAbstract:
PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
26
Moorosi, Pontso, and Carolyn Grant. "The socialisation and leader identity development of school leaders in Southern African countries." Journal of Educational Administration 56, no. 6 (September 3, 2018): 643–58. http://dx.doi.org/10.1108/jea-01-2018-0011.
Full textAbstract:
Purpose The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
27
Ford, Timothy G., and Jordan K. Ware. "Teacher Self-Regulatory Climate: Conceptualizing an Indicator of Leader Support for Teacher Learning and Development." Leadership and Policy in Schools 17, no. 1 (July 7, 2016): 27–51. http://dx.doi.org/10.1080/15700763.2016.1197283.
Full text
28
Walker, Kathrin C. "The Multiple Roles That Youth Development Program Leaders Adopt With Youth." Youth & Society 43, no. 2 (December 6, 2010): 635–55. http://dx.doi.org/10.1177/0044118x10364346.
Full textAbstract:
The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.
29
Howe, Ann C., and Harriett S. Stubbs. "From science teacher to teacher leader: Leadership development as meaning making in a community of practice." Science Education 87, no. 2 (January 24, 2003): 281–97. http://dx.doi.org/10.1002/sce.10022.
Full text
30
Dahal, Hikmat. "Perception of Teachers towards School Principal as Instructional Leader." Nepal Journal of Multidisciplinary Research 3, no. 2 (November 24, 2020): 86–96. http://dx.doi.org/10.3126/njmr.v3i2.33039.
Full textAbstract:
The title of the article is 'Perception of Teachers towards School Principal as Instructional Leader'. Instructional leadership has become one of the most widely researched topics. This type of leadership has been connected to teacher growth and development, teacher job satisfaction, student achievement, and improving school climate in general. The objective of the study included to determine the role played by principals as instructional leaders in schools through the perceptions of teachers. To achieve this purpose quantitative research methodology was used and the study was survey type in nature. The sample consisted of 436 school teachers of Kathmandu district. A self developed questionnaire was developed using Google Forms and sent to the respondents via email and social networking sites. The data were collected from teachers in emails and social media. The data were analyzed by using different descriptive and inferential statistics. Findings of the study indicated that school principals support creativity, innovation and practice of new skills in the classroom. They also praised to those teachers who use creativity in classrooms to enhance the learning of students. They held meetings with teachers to discuss the students’ performance and solve the problems of teachers as an instructional leaders. The findings suggested that there is no significant difference on perception of instructional leadership of principals on the basis of gender of teachers and subjects they teach but have a significant difference on perception on the basis of their academic qualification. It is recommended that principals may be trained that they can use new innovative methods and ideas to discuss with teachers and they help out the teachers to make the dull topics interesting. Principals may motivate teachers by giving different incentives in the shape of awards for bringing innovation in school.
31
Flores, Gabriela, Denver Fowler, and Richard Posthuma. "Educational leadership, leader-member exchange and teacher self-efficacy." Journal of Global Education and Research 4, no. 2 (December 2020): 140–53. http://dx.doi.org/10.5038/2577-509x.4.2.1040.
Full textAbstract:
The purpose of this article is to examine social cognitive theory and social comparison theory, and how they are integrated to propose that self-efficacy mediates the relationship between leader-member exchange social comparison (LMXSC) and performance. Furthermore, the article supports the need for development and examination of the effects of educational leadership and teacher self-efficacy. That is, to determine if school leadership has an effect on teacher self-efficacy, and if teacher self-efficacy has an effect on student achievement. The preliminary conceptual model developed within the article includes insightful research questions to be considered for impending future studies. The authors hope this line of research will investigate the extent to which teacher self-efficacy is responsible for behavior outcomes associated with LMXSC, as well as the effect school leadership and teacher self-efficacy brings to this process.
32
Manan, Muhamad Abdul. "MEMAHAMI ARAH BARU SUPERVISI PENDIDIKAN SEBAGAI TINDAKAN MORAL." LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan 11, no. 2 (December 5, 2017): 237–54. http://dx.doi.org/10.35316/lisanalhal.v11i2.180.
Full textAbstract:
Education is important of issue for every aspect progress, human development and especially for our big nation. The context school is as education organization that needs supervision and assessment.The main role of superior is as coordinator, consultant, leader of club, and evaluator. Work of coordinator is as program which managed by staff member for studying and teaching. Work of consultant is giving help and consulate of problems experienced by teacher as individual or collective. Work of leader club is lead of teachers for developing cub potency when they develop of curriculum, subject and teacher professional needs.
Executor is leader of supervision, supervisor and supervisor. They are responsible supervisor for existence and dynamics school as institution then hoped can be awaken nation potential in future. Superiors working considered for involve moral dynamics. Superiors moral activity have relationship by environment; as teachers relation and most urgent are relation to students and moral intrinsic of learning supervisor. No realize, sometimes supervision process did by supervisor which have moral element; basic moral of dimension must visible clear and assertive applied.
33
Mevorach, Miriam, and Mordechai Miron. "From an Intuitive Practitioner to a Professional Novice Leader." Journal of Educational Issues 1, no. 1 (May 28, 2015): 85. http://dx.doi.org/10.5296/jei.v1i1.7497.
Full textAbstract:
<p>This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: 1) personal process of change, 2) professional development, and 3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants’ perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions. <strong></strong></p>
34
Li, Shuang, Zhong Sun, and Liming Luo. "Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC." International Journal of Information and Education Technology 11, no. 4 (2021): 184–88. http://dx.doi.org/10.18178/ijiet.2021.11.4.1509.
Full textAbstract:
With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.
35
Noland, Aaron, and Keith Richards. "Servant Teaching: An Exploration of Teacher Servant Leadership on Student Outcomes." Journal of the Scholarship of Teaching and Learning 15, no. 6 (December 8, 2015): 16–38. http://dx.doi.org/10.14434/josotl.v15i6.13928.
Full textAbstract:
Servant leadership is an approach to leadership that embraces the opportunity for the leader to lead in service to the follower. This approach to leadership puts the goals, needs, and development of “followers” ahead of those of the leader. This approach to leadership applied to classroom contexts serves as a great opportunity to improve education by positively impacting student learning, development, and deepening the student-centeredness of instruction. This paper examines the veracity of a servant approach to teaching by exploring its impacts on student learning, engagement, and motivation.
36
Coady, Maria R., Mark Preston Lopez, Nidza Marichal, and Deon Heffington. "Preparing Teacher Leaders for English Language Learners in Rural Settings." Theory & Practice in Rural Education 9, no. 1 (June 1, 2019): 44–60. http://dx.doi.org/10.3776/tpre.2019.v9n1p44-60.
Full textAbstract:
The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.
37
Subedi, Bhawani Shankar. "Assessing the Effectiveness of Teacher Training Programs to Improve the Quality of School Education in Nepal." Journal of Training and Development 1 (July 31, 2015): 9–14. http://dx.doi.org/10.3126/jtd.v1i0.13084.
Full textAbstract:
Inadequate transfer of knowledge, skills, attitudes and behaviours from the training environment to the workplace environment has emerged as a global issue. Teachers’ training has not been an exception. Available literature on teacher training indicates that the contribution of training can be assessed at least on six dimensions- quality, access, equity, efficiency, teacher development and overall school development. Studies conducted in the area of teacher training or teacher professional development in the context of Nepal are also evident of lack of sufficient transfer of knowledge and skills from training to workplace. There are several factors facilitating or inhibiting the extent of such transfer. Research shows that the training of teachers has contributed and can positively influence quality of education if stakeholders are made aware of and well informed about the quality and relevance of training and development interventions carefully designed and implemented for the capacity development of teachers, teacher educators or trainers. This article has been derived from the synopsis of a comprehensive study conducted in Nepal and concluded in March 2010. Data bases of 4033 trained teachers of 45 schools from 25 sample districts were studied. This study was a blending of quantitative as well as qualitative approaches. Nine education experts and 22 field researchers were involved. The author was the team leader of the study. The only academic purpose of this article is to inspire excellence in teaching, learning and performance by means of professionalism and capacity building of teachers, teacher trainers and their employers. DOI: http://dx.doi.org/10.3126/jtd.v1i0.13084 Journal of Training and Development Vol.1 2015: 9-14
38
Tolo, Astrid, Sølvi Lillejord, María Teresa Flórez Petour, and Therese N. Hopfenbeck. "Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning." Journal of Educational Change 21, no. 1 (October 26, 2019): 59–82. http://dx.doi.org/10.1007/s10833-019-09359-x.
Full textAbstract:
Abstract In response to accountability systems dominated by external inspections and achievement data, calls are being made for intelligent accountability or a new accountability paradigm that focuses on meaningful learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are encouraged to strive for continuous development in learning organisations based on teamwork, distributed leadership, and professional learning communities. School leaders are positioned between district level administrators and teachers in such processes and have the responsibility to secure professional development. Using the implementation of the national program ‘Assessment for Learning’ in Norway as a case, the article shows that leaders approach professional development differently. Analyses of interviews with leaders from 7 schools reveal three distinct approaches related to how school leaders perceive knowledge. Some school leaders assume that teachers have the necessary knowledge and skills and trust them to manage the implementation process without leader support. Other school leaders distrust teachers’ knowledge and skills and assume that the proper knowledge exists outside the school. These leaders seek external support when they meet teacher resistance. In a third approach, school leaders assume that knowledge develops through collaboration and thereby engage with teachers in continuous judgment about the implementation procedure. In the discussion, questions of trust and distrust are analysed in relation to how professional knowledge is developed and how professional discretion can support the development of intelligent accountability in schools.
39
Musah, Mohammed Borhandden, Rozanne Emilia Abdul Rahman, Lokman Mohd Tahir, Shafeeq Hussain Vazhathodi Al-Hudawi, and Khadijah Daud. "Headteacher-teacher relationship and its effect on teacher’s trust in Malaysian high performing schools." International Journal of Educational Management 32, no. 3 (April 9, 2018): 479–97. http://dx.doi.org/10.1108/ijem-10-2016-0204.
Full textAbstract:
PurposeThe purpose of this paper is to examine the relationship between headteachers and teachers and its effects on the role of trust in Malaysian high-performing schools through the dyadic relationship theoretical approach.Design/methodology/approachUsing a survey questionnaire, a total of 199 teachers from five high-performing schools were selected as respondents for data collection. Before proceeding with inferential statistical analysis, teachers were separated into the “in-group” and “out-group”.FindingsThe findings revealed that the teachers from both the groups perceived that their facets of trust are strongly associated with the type of relationship they have with their school leaders. The results also demonstrate that the quality of dyadic relationships between headteachers and teachers moderately influences teachers’ trust.Practical implicationsThe findings suggest that the headteachers should always build good relationships with the teachers to gain teachers’ trust for sustaining school effectiveness. The findings encourage the Ministry of Education, particularly the Teacher Recruitment Division, to require all teachers and headteachers to deepen their knowledge on leader-member exchange (LMX) role-development processes.Originality/valueThe results are of great importance since limited empirical studies have examined LMX role-development processes with reference to teachers and headteachers in the context of Malaysian higher performing schools.
40
Noviansah, Ahmad, and Mizaniya Mizaniya. "Kepemimpinan Kepala Madrasah dalam Lembaga Pendidikan Islam." ISLAMIKA 3, no. 1 (January 31, 2021): 1–20. http://dx.doi.org/10.36088/islamika.v3i1.900.
Full textAbstract:
This research is motivated by one of the key factors in supporting the success of madrasas with achievements is the leadership or management of madrasah principals. The quality of a madrasa leader is the key to the success of education in this educational institution. leadership style encompasses how a person acts in an organizational context Good leadership is always associated with school success. There is a significant correlation between school performance and the effectiveness of a leader. Edmonds mentioned that a good school is led by a good leader. Still in line, Rutherford stated that effective leaders always have a clear vision, so he also has a work program. Meanwhile, Rutter, as quoted by Sergiovanni, stated that the main is the key to the success and improvement of the quality of their students. However, to become a good leader is not only due to the prize factor, but also requires strong effort. A leader's cultural and social background and school become a very influential factor on the main leadership, it explains the social development of school residents and the leader's cultural and social background then becomes a necessity to express the success of an educational institution, such as Madrasas. This study aims to determine Islamic leadership in terms of theological perspective. The research method in this article is library research research using qualitative-interpretative data presentation. The research results of this journal are the Teacher as a leader in Islamic education with various terms that have moral, professional, and spiritual implications.
41
Higgins, Elizabeth M., and Susan M. Campbell. "Virginia Gordon as Servant Leader." NACADA Journal 39, no. 2 (December 1, 2019): 5–18. http://dx.doi.org/10.12930/nacada-19-015.
Full textAbstract:
Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.
42
Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.
Full textAbstract:
Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
43
Foote, Mary Q. "Research, Reflection, Practice: Addressing the Needs of Struggling Learners." Teaching Children Mathematics 14, no. 6 (February 2008): 340–43. http://dx.doi.org/10.5951/tcm.14.6.0340.
Full textAbstract:
When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.
44
Fusarelli, Bonnie C., Lance D. Fusarelli, and Fran Riddick. "Planning for the Future: Leadership Development and Succession Planning in Education." Journal of Research on Leadership Education 13, no. 3 (May 21, 2018): 286–313. http://dx.doi.org/10.1177/1942775118771671.
Full textAbstract:
Superintendents leading school districts, particularly in hard-to-staff areas, face immense challenges in recruiting and retaining high-quality, well-trained teachers, principals, and district leaders. Many large urban areas as well as their rural counterparts have high concentrations of intergenerational poverty and unemployment. Rural areas are further disadvantaged by the lack of social and cultural attractions as well as fewer health care resources. In North Carolina, many of the lowest performing schools in the state are disproportionately clustered in rural areas. Superintendents leading districts in such areas face serious problems of high teacher and school leader turnover. As a result, superintendents are constantly engaged in an ongoing cycle of hiring new teachers, assistant principals, and district-level leaders. The graying of the school leadership profession further compounds the problem. For example, over the next 4 years in rural, high-poverty schools in North Carolina, an estimated 50% of principals will be eligible for retirement—making succession planning for quality school leadership a critical issue. In this article, we review the research and best practices on succession planning in education as well as in other sectors. Utilizing the theoretical framework of human capital theory, we illustrate how forward-thinking superintendents can partner with universities and other organizations to address the leadership challenges they face by creating strategic, long-term, leadership growth plans that build leadership capacity and potentially yield significant returns in improved student outcomes.
45
Soroko, Nataliia. "MODEL OF TEACHER-LEADER DEVELOPMENT IN STEAM-ORIENTED EDUCATIONAL ENVIRONMENT OF GENERAL EDUCATION INSTITUTION." Theory and practice of social systems management, no. 4 (December 16, 2020): 91–104. http://dx.doi.org/10.20998/2078-7782.2020.4.08.
Full text
46
Lazarić, Lorena, Snježana Močinić, and Ivana Paula Gortan-Carlin. "Competency Profile of the Teaching Profession in Croatia After Initial Education." European Journal of Education 2, no. 2 (April 30, 2019): 15. http://dx.doi.org/10.26417/ejed-2019.v2i2-59.
Full textAbstract:
The teachers’ competence profile is in a constant discrepancy due to demands posed by life in the contemporary world of change. The base for the development of teachers’ professional competences is set during initial education, although professional qualifications continue to be developed further through internship, teaching practice and lifelong professional training. Teachers’ competences have to be expanded from traditional to new ones, such as the skill to diagnose pupils’ needs for learning, the ability to methodically designate the environment for active learning and the development of competences, the ability of critical deliberation about achieved work results and individual research with the aim to implement innovations in teaching, develop collaboration and organization skills and other competences necessary to the teacher who searches for his or her way, and is not only the realiser of other people’s ideas.This paper presents the results obtained by comparing teachers’ competences quoted in some teacher study curricula in Croatia (Universities of Pula, Rijeka and Zadar) as to determine if the description of competences implies a teacher who is the leader and animator of the learning process, the one ready for reflection and research, or it indicates a teacher who is the technical realiser of the curriculum.
47
Zorochkina, Tetiana. "Financial Support of Higher Education Development in Ukraine and the UK." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 44–52. http://dx.doi.org/10.2478/rpp-2019-0005.
Full textAbstract:
AbstractThe article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.
48
Ansori, Ahmad, Suyatno Suyatno, and Dwi Sulisworo. "School principal’s role in increasing teachers’ pedagogical and professional competence in elementary schools in Indonesia." Jurnal Akuntabilitas Manajemen Pendidikan 9, no. 1 (May 2, 2021): 98–112. http://dx.doi.org/10.21831/jamp.v9i1.35635.
Full textAbstract:
A principal has an important role in improving teacher’s competence. This qualitative research with a case study approach aimed to reveal school principal’s role in increasing teacher pedagogical and professional competence in Muhammadiyah elementary school of Macanan, Sleman and Muhammadiyah elementary school of Al-Mujahidin, Gunungkidul. The research subject was the school principal and teachers. Data were collected through observation, interview, and documentation, then were analyzed using the stages of data collection, data reduction, data representation, and conclusion drawing. The results show that the role of the school principal in increasing teacher pedagogical and professional competence was as a manager, leader, and innovator. As a manager, the school principal planned the program by detailing educators need and education staff, planning curriculum, and planning a policy for ad-ding the subject of guidance and counselling. As a leader, the school principal set the targets regarding class management and arranged a briefing, while as an innovator, the school principal emphasized the importance of innovation of information technology-based learning and class management. The three roles of the school principal impacted on teacher competence in conducting fun and meaningful learning, class management, the use of information technology in learning, the mastery of the material and student development. This research finding recommends Indonesia’s educational stakeholders to formulate the teacher’s competence development program.
49
Netolicky, Deborah M. "Coaching for professional growth in one Australian school: “oil in water”." International Journal of Mentoring and Coaching in Education 5, no. 2 (June 6, 2016): 66–86. http://dx.doi.org/10.1108/ijmce-09-2015-0025.
Full textAbstract:
Purpose – The purpose of this paper is to build knowledge around the use of coaching to develop teachers’ professional practice in schools. It surfaces insider perspectives of teachers and school leaders in one Australian school, during the development of a model for teacher growth, which used a combination of cognitive coaching and the Danielson Framework for Teaching. Design/methodology/approach – A narrative approach to interview data were used to examine the perspectives of 14 educators – teachers and school leaders – involved in the implementation of a school-based cognitive coaching model. Findings – This study found that being a coach is an empowering and identity-shaping experience, that coaching for empowerment and capacity building benefits from a non-hierarchical relationship, and that coaching can be enhanced by the use of additional tools and approaches. Implementing a school-based cognitive coaching model, in conjunction with the Danielson Framework for Teaching, can have unexpected impacts on individuals, relationships, and organizations. As described by a participant, these butterfly effects can be non-linear, like “oil in water.” Originality/value – In examining teacher and school leader perceptions of a coaching model that trusts teachers’ capacity to grow, this paper shows what coaching and being coached can look like in context and in action. It reveals that cognitive coaching and the Danielson Framework for Teaching can be congruent tools for positive teacher and organizational growth, requiring a slow bottom-up approach to change, an organizational culture of trust, and coaching relationships free from judgment or power inequity. It additionally shows that the combination of being a coach, and also being coached, can facilitate empowerment, professional growth, and changes in belief and practice.
50
Kvetsko, Olga Ya. "Pedagogical Fundamentals of Methods of Teaching Choreographic Disciplines." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 6, no. 2 (December 28, 2020): 145–52. http://dx.doi.org/10.52534/msu-pp.6(2).2020.145-152.
Full textAbstract:
The study of art disciplines has its specific features and, in some ways, differs from other educational subjects. Choreographic disciplines are closely related to pedagogy and psychology and form an integral part of the development of the future leader of the amateur choreographic team, teacher of choreographic disciplines, choreographer, dancer. The study explores the problem of development of didactic fundamentals at teaching choreographic disciplines by means of which not only skill of future teachers, but also performing skill of dancers develops. The purpose of this study is to investigate the influence of pedagogical foundations on the process of teaching choreographic disciplines and creative choreographic work on the development of adolescents. According to the results of the study, different approaches to the problem of becoming the future leader of an amateur choreographic group, a teacher of choreographic disciplines, a choreographer, an artist of a dance ensemble are described. The study covered the essence of pedagogical fundamentals of methods of teaching choreographic disciplines that motivate students to professional self-improvement; the study also argued the need for the development of internal motivation for professional growth in future teachers of choreography. Studying the influence of creative choreographic work on the development of adolescents' personality, the results of empirical research on the relevance of the needs of students of the Professional College of Culture and Arts (city of Kalush) in professional self-improvement, motives of professional self-improvement, and analysis of professional competence. The practical significance of this study lies in the research of the fundamentals of pedagogical methods of choreographic disciplines to further improve this process, as well as to improve the skills of teachers