Situation Analysis The primary objective of educational institutions is students’ learning, and learning requires using such processes as planning, application of knowledge, monitoring, regulation and reflection (Azevedo, 2009). Aristotle pointed out that the mind uses a different power above and beyond seeing and hearing, thus, laid the foundations for thinking about metacognition (Sandi-Ureña, 2008). Metacognitive skills appear to be highly independent. By means of thorough task orientation, a metacognitively skilled student is likely to focus on relevant information given in the task assignment, necessary for building an adequate task representation. A detailed action plan can be designed.
There are two approaches according to Spady, the traditional and transformational. The traditional approach emphasizes students’ mastery of content some cross discipline outcomes like the ability to solve problems or to work cooperatively, whereas, the transformational approach emphasizes longterm, cross-curricular outcomes that are related directly to students’ future life roles such as being a productive worker or a responsible citizen or parent. The approaches mentioned strongly suggest the use of authentic assessment methodologies in the various
Can Emotional Intelligence be developed? The first step to skill development is assessment. If a trait or a faculty can be assessed then there is definitely a scope for improvement. The same holds good with emotional intelligence. Through focussed listening, more empathy, better patience and increased assertiveness we can improve our Emotional intelligence.
404). The most effective way of developing a strong sense of efficacy is through mastery experiences. People with a strong sense of self-efficacy: view challenging problems as tasks to be mastered, develop deeper interest in the activities in which they participate, form a stronger sense of commitment to their interests and activities, and recover quickly from setbacks and disappointments. Witnessing other people successfully completing a task is another important source of self-efficacy. My high levels of self-efficacy strongly enhanced my accomplishments and my personal perception of my wellbeing.
Furthermore each employee must perform so as that these standards are met (Gold, Et al. 2010). Gold, et al. also states that reinforcement and feedback on a particular behaviour that can be repeated over a period of time will result in the task being perfected therefore increasing the performance of an individual doing the particular task. Cognitivism however is said to be a more complex form of learning according to (Ertmer and Newby, 2008) focusing more on the cognitive processes of problem solving, concept formation, information processing ect.
Transformational Leadership “Arouses awareness and interest in group or organization Increases confidence of individuals or groups Attempts to move concerns of subordinates to achievement and growth rather than existence.” (Butler and Chinowsky, 2005, p. 121). transformational leaders lead to understanding and interest in organization (Butler and Chinowsky, 2005, p. 121). They are productive and encouraging the team to do more than expectation. Leadership is about leading and doing something, and
Academic Performance is the outcome of education. It is the level of educational goals a person has achieved. To pursuing of academic performance satisfies an amount of purposes. Students have spots of failure and achievement in their academic career and this has to be assessed in order to promote improvement and make use of educational development. In educational institutions, success is measured by academic performance.
The Motivation in education Motivation is a force used within the educational system to encourage students learning. In general, students’ motivation depends on what they expect out of doing those things and the outcomes of learning. Explanations regarding the source(s) of motivation can be categorized as extrinsic, social, achievement or intrinsic. Extrinsic motivation comes from factors outside the task itself – that is, students’ behavior is performed to receive outcomes given by someone. Therefore, students learn because of consequences.
Crow and T. Crow, 1964) Academic success is greatly influenced by the differences in characteristics and behavior of an individual (UK Essays, 2015 in Herron, 1975). The academic achievement of a students’ have a significant role in establishing high quality of graduates who will later on become the leader and manpower who will contribute to the country’s economic and social development (Ali, Norhidayah, Jusoff, Kamaruzaman, Syukriah, Mokhtar, Najah, &Salamt, 2010 in Lemessa, 2015). In addition, Academic achievement is perceived to be the direct outcome of learning. It is the notable indicator that learning has taken place (Lemessa, 2015). Farooq, Chaudhy, Shafiq and Berhanu (2011) the standard of maintaining students’ performance is the primary concerned of all the educators.Walberg (1981 in Farooq et al., 2011) “Determined three groups of nine factors based on affective, cognitive, and behavioral skills for optimization of learning that affect the quality of academic performance: Aptitude (ability, development, and motivation); instruction (amount and quality); environment (home, classroom, peers and television).”Academic performance is a complicated learner’s attitude and handles a few skills like
Davidson, 2003, et. al). Researchers often contrast intrinsic motivation with extrinsic one, the first energizing and sustaining activities through the spontaneous satisfaction inherent in effective volitional action, the latter being governed by reinforcement contingencies (Deci, Koestner, & Ryan, 1999). Pintrich, Roeser, De Groot (1994) refer intrinsic motivation to participating in a learning activity for its own sake and extrinsic − to participating in an activity due to the enhancers (rewards or punishment components) like getting good grades, making others happy, success in competition and unwillingness to fail the class. Traditionally, educators consider intrinsic motivation to be more desirable and to result in better learning outcomes than extrinsic motivation (Deci, Koestner, & Ryan,