Bibliografías temáticas / Educational leadership Teacher participation in administration Teachers

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Literatura académica sobre el tema "Educational leadership Teacher participation in administration Teachers"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 5 de febrero de 2022

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Artículos de revistas sobre el tema "Educational leadership Teacher participation in administration Teachers"

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Benoliel, Pascale, and Anat Barth. "The implications of the school’s cultural attributes in the relationships between participative leadership and teacher job satisfaction and burnout." Journal of Educational Administration 55, no. 6 (2017): 640–56. http://dx.doi.org/10.1108/jea-10-2016-0116.

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Purpose As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.

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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical lin
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Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.

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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional d
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Urick, Angela, Alison S. P. Wilson, Timothy G. Ford, William C. Frick, and Meredith L. Wronowski. "Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter." Educational Administration Quarterly 54, no. 3 (2018): 396–438. http://dx.doi.org/10.1177/0013161x18761343.

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Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information ha
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple c
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Pan, Hui-Ling Wendy, Fong-Yee Nyeu, and Shu-Huei Cheng. "Leading school for learning: principal practices in Taiwan." Journal of Educational Administration 55, no. 2 (2017): 168–85. http://dx.doi.org/10.1108/jea-06-2016-0069.

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Purpose The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education. Design/methodology/approach This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials. Findings As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole p
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Shahzad, Shahmain. "Academic culture of Pakistani medical colleges." Health Professions Educator Journal 3, no. 1 (2020): 59–64. http://dx.doi.org/10.53708/hpej.v3i1.186.

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ABSTRACT
 Objectives:
 There is a discrepancy between the theory and practice in the academic culture in the medical schools in Pakistan. The overall academic culture and educational armamentarium in Pakistani medical colleges is outdated and is teacher and administration centric. This scoping review is done to highlight these discrepancies and to shed light on problems faced in the academic culture of medical colleges.
 
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 Out of the 98 studies identified relevant to the topic, 27 studies were included in this scoping review. These studies were obtained from
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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.

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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de E
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Vargas-Jiménez, Ileana. "Mirada de la comunidad educativa acerca del desempeño de directivas educativas: Algunas reflexiones." Revista Electrónica Educare 21, no. 1 (2016): 1. http://dx.doi.org/10.15359/ree.21-1.14.

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Two educational institutions were selected with the aim of characterizing the performance of two principals from the perspective of the educational community: teachers, students, administrative assistant and parents. In order to carry out the study, it was necessary to consider how the members of the educational community of two schools evaluate the professional performance related to the exercise of leadership, communication processes and decision making, during the internship of two CIDE graduates of the UNA. We worked the interviews and the focus groups with twenty-eight participants; later
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Quinn, David M. "The impact of principal leadership behaviors on instructional practice and student engagement." Journal of Educational Administration 40, no. 5 (2002): 447–67. http://dx.doi.org/10.1108/09578230210440294.

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For decades educators have espoused the importance of the principal as the instructional leader of the school. The purpose of this study was to identify the relationship between principal leadership behaviors and teacher instructional practice descriptors. This relationship was observed among schools participating in a systemic school improvement process. The study included eight elementary, eight middle, and eight high schools in the USA. Teachers in each school were surveyed on the principal’s instructional leadership abilities. Student and teacher engagement data were collected through scho
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Tesis sobre el tema "Educational leadership Teacher participation in administration Teachers"

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Sturm, Paul Ridgway. "Understanding teacher leadership in context a qualitative, heuristic study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/p_sturm_071209.pdf.

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Akert, Nancy I. Martin Barbara N. (Barbara Nell) 1952. "The perceptions of teachers and principals in regard to teacher leadership and school improvement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6849.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 23, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Barbara Martin. Vita. Includes bibliographical references.
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McLeod, Ian Alexander. "Leaving the ship but staying on board : a multiple case study of the voluntary shift from leader to teacher within the same educational institution : a thesis submitted to AUT University in partial fulfilment of the degree of Master of Education (MEd), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/676.

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The New Zealand education system has undergone some two decades of substantial reform. There can be little doubt that this has brought significant change to the nature of what is expected of people occupying positions of leadership in schools and educational institutions (Ball, 2007; Bottery, 2004; Codd, 2005). Against this contextual backdrop, and in the researcher’s experience as a teacher and former holder of a position of leadership, there is an observable phenomenon of educational leaders stepping aside from position and yet continuing to work as teachers within the same workplace. Despit
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Ndakolonkoshi, Klaudia. "Beginner teachers’ leadership development opportunities: an interventionist case study in a rural combined school in the Ohangwena region, Namibia." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61603.

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The emergence of distributed leadership theory encourages multiple involvement of individuals in leadership of the school, regardless of their leadership positions (Spillane, 2006). The manifestation of teacher leadership through distributed leadership theory grants opportunities to teachers to enact leadership roles. This study explored how the notion of teacher leadership is understood, the leadership roles existing for the beginner teachers, and the constraining and enabling factors to the practice of teacher leadership in a rural combined school in Ohangwena region, in Namibia. The study i
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Pierce, Molly Kelley. "A determination of the reliability and construct validity of the Leadership Capacity School Survey." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4692.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 28, 2008) Vita. Includes bibliographical references.
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Kumalo, Elizabeth Nomso. "Teacher leadership : a study in a township high school." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017349.

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Beattie, Rebecca Jane. "A comparison between middle school and high school teachers' perceptions of empowerment, teaching social skill competency, and participative leadership." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04012009-153036.

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Muronga, Michael Muduva. "The participation of teachers in the management and decision-making of three schools in the Kavango region of Namibia: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003571.

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The purpose of the research was to investigate stakeholders’ perceptions and experiences of teachers’ participation in school management and decision-making. Teachers’ involvement is a contested issue in schools. The goal was to find out to what extent and in what way teachers participate in school issues, as well as gain insight and understanding on the effects of participation of teachers in schools and how principals enhance democratic practice for quality education. The research was a case study conducted within the interpretive qualitative paradigm. I used document analysis, semi-structur
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Horton, Amy B. Mrs. "A Phenomenological Study on the Motivating Factors Influencing Participation in Tennessee’s Governor’s Academy for School Leadership." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3276.

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Educational administration is such a demanding field, so it is important to understand why an aspiring principal would self-select to commit to an optional yearlong, intensive professional development activity with very little compensation and no promotion. Motivation may prove to be a key component of the recruitment and sustainability of professional development activities. By discovering the factors affecting both personal and professional motivation of beginning administrators to participate in a professional development led by the collaboration among the Tennessee Department of Education,
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Hanghuwo, Maria Nahambo. "Teacher leadership practice : a case study of a public primary school in a semi-urban area of the Otjozondjupa Region, central Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017341.

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The education system in Namibia was shaped by the policies located within the framework of the apartheid ideology. Since it gained its independence in 1990, the government positioned education at the top of the national priorities. Thus, there has been a growing realisation of the importance of more democratic forms of leadership in the education system for the country to be able to cater for a democratic society. Amongst others, teachers became active creators and managers of the learning outcomes. In addition, teachers are regarded as agents of change and the driving force for productive tea
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Libros sobre el tema "Educational leadership Teacher participation in administration Teachers"

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Leadership strategies for teachers. 2nd ed. Corwin Press, 2007.

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Merideth, Eunice M. Leadership strategies for teachers. SkyLight Professional Development, 2000.

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Gilberto, Arriaza, ed. Collaborative teacher leadership: How teachers can foster equitable schools. Corwin Press, 2006.

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Clair, Reason, ed. Mirror images: New reflections on teacher leadership. Corwin Press, 2011.

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Teacher leadership that strengthens professional practice. Association for Supervision and Curriculum Development, 2006.

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Teacher Leadership That Strengthens Professional Practice. ASCD, 2009.

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Teacher leadership: The "new" foundations of teacher education : a reader. P. Lang, 2011.

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Everyday Teacher Leadership: Taking Action Where You Are. Jossey-Bass, 2011.

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Harris, Alma. Improving schools through teacher leadership. Open University Press, 2005.

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Donna, Bates, ed. Other duties as assigned: Tips, tools, and techniques for expert teacher leadership. Association for Supervision and Curriculum Development, 2009.

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Capítulos de libros sobre el tema "Educational leadership Teacher participation in administration Teachers"

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Blankenship, Rebecca J. "Are You Visiting or Do You Live Here?" In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch009.

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In order for the twenty-first century teacher to acquire the necessary professional skills to effectively instruct today's digitally native students, institutional constraints must be lifted such that the institution does not impede the ability of the pedagogue to grow beyond what is expected to that which is instructionally transformational. After examining current trends in teacher preparation programs, there is a noticeable gap between the digital literacy of faculty and the digital literacy of students. Because of this deficiency, digitally literate novice teachers have looked to social media to form their own “secret” communities of peer mentorship and professional development external to their school and school district settings. The purpose of this chapter is to examine the literature related to how novice teachers form these secret communities, how residency in the community is established, and how visitor participation (i.e., veteran teachers and school administrators) is perceived within the community.
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Gaffney, Michael, and Kate McAnelly. "The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch011.

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Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.
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Daryadi, H., A. Komariah, and J. Permana. "Impact of authentic leadership and teacher participation in decision-making on school performance." In Educational Administration Innovation for Sustainable Development. CRC Press, 2018. http://dx.doi.org/10.1201/9780203701607-5.

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Semus, Aerin, and Ryan Essery. "Application." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch011.

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During the initial years of the L.E.A.D. program, one of its core values was to incorporate Outdoor and Experiential Education (O.E.E.) for students identified as ‘in-risk' of not graduating. Teacher candidates at the University of Windsor enrolled in the L.E.A.D. program were encouraged to embrace O.E.E. to assist students in building skills that promote overall personal and social development. A major component of the L.E.A.D. program was for teacher candidates to plan O.E.E. activities such as a 3-day overnight camping excursion and a retreat to the Ojibway Nature Centre and Ojibway Park. Embarking on these O.E.E. activities with selected secondary school students deemed to be ‘in-risk' accompanied by a group of caring adults provided the opportunity for rich outdoor experiences for all participants. This chapter highlights and explores the various O.E.E. activities experienced by L.E.A.D. teacher candidates and L.E.A.D. program students ‘in-risk', and shares research that describes the benefits of participation in O.E.E.
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Shipman, Kristine Elizabeth, Darrell Norman Burrell, Dawn L. DiPeri, Alfreda Goods, and Lisa Reyes. "The Value of Using Micro-Teaching for K-12 New Teacher Leadership Development in a Pandemic Response." In Handbook of Research on Multidisciplinary Perspectives on Managerial and Leadership Psychology. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3811-1.ch010.

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COVID-19 in 2020 has created a dramatic and instant shift of many K-12 educational institutions to distance learning often without the preparation and training required to be successful. The pedagogy and technology used in teaching are ever changing. The role of teacher/faculty development is to provide instructors with the tools and leadership skills to deal with these changes. Successful integration of technology and on-line in K-12 education must include (1) a connection to student learning, (2) hands-on technology, (3) curriculum-specific application, (4) active participation of teachers, (5) technical support, (6) administrative support, (7) adequate resources, and (8) continuous funding. This chapter looks at the value and utility using micro-teaching as a teacher leadership development approach to help K-12 educators become more effective and comfortable with on-line teaching.
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Pepin, Gina. "Teacher Leadership." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch014.

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This chapter focuses on teachers as literacy leaders in P-12 urban and suburban schools. A review of research highlights teacher leadership implementation, organizational approaches, and current leadership models and standards. Chapter components outline the evolution of traditional and nontraditional roles and responsibilities for teacher leaders, teacher leadership qualities, teacher leadership models and theories, and teacher leadership preparation programs. Secondly, teacher leadership workplace resistance and weaknesses in current teacher preparation programs are discussed. Thus, this chapter provides recommendations for teacher leaders and teacher leadership preparation programs facing challenges associated with distributed leadership and transformational change. Finally, this chapter focuses on literacy leadership as a catalyst for improving practices and driving school-wide reform at the P-12 level.
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Min, Mina. "Teacher Effectiveness." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch009.

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This chapter examines teacher recruitment, selection, and evaluation policies in South Korea and explores how teacher quality and effectiveness are understood, ensured, and assessed in the country. To show how the concepts are understood in Korea, the chapter starts with an analysis of the goals of education, of the kind of education perceived by the Korean government and citizens as high quality, and of the way effective teachers are defined by the goals they achieve. The analysis illustrates the historical, political, economic, and cultural backgrounds that have shaped Korean perspectives on the goals of education. Subsequently, the chapter describes policies and practices in the recruitment of teacher candidates, the selection of public school teachers, and the evaluation of in-service teachers' teaching quality and effectiveness. Lastly, it discusses the effectiveness of these policies and practices.
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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 teaching identities in exchange for new roles and responsibilities. With a limitation of research in the area of teacher leadership in special education, there is a need for discussion on how special education teachers can use their expertise to influence school administrators and staff towards equitable and inclusive organizational change.
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Sun, Yaling, Xianxuan Xu, Ruirui Wang, and Jingjing Dai. "Teacher Effectiveness." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch003.

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China has a long tradition of respecting teachers and valuing education. In order to strengthen the teacher workforce, the central government of China has implemented a series of educational policies related to teachers and teaching since the 1990s. Alongside this line of educational reforms, the conceptual frameworks with regard to teacher effectiveness also have been evolving. This chapter reviews the major policies that have been issued over the past 30 years in China and examines their implications for teacher preparation and certification, professional development, and educational equity. In addition, some unique features of teacher effectiveness practices in China are explored in this chapter.
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Lawrence, Salika A., Rochelle G. Kaplan, and Ellina Chernobilsky. "Perspectives on Teacher Research." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0669-0.ch010.

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Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.
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