In their professional practice they model respect for cultural values, social justice, confidentiality ……. Trust: Teachers’ professional relationships with students, colleagues, parents, guardians and the public are based on trust. Integrity: Teachers are honest and reliable and engage in continual reflection to enhance their professional development. Care: Teachers express their commitment to students’ well-being and learning through positive influence, professional judgment and empathy in
Darling-Hammond (2009) agree that prosperous professional development, one that leads to student achievement and success in the organization itself is reliant on authentic collaboration practices in an active professional learning community (p.11). They go on to conclude that as a result of school communities providing teachers with opportunities and time to develop strong working relationships, more sharing and consistency among educators and problems solving efforts will be observed (p.11). Greenleaf theory advances that a strong sense of community can only come from intended actions of the servant-leader (1970,
As discussed previously, effective lesson planning can have a positive effect on the motivation on a teacher. This is certainly the case for effective planning in the workplace. It also aids in satisfaction. Although the lesson plan’s primary objective is to improve the overall quality of teaching to benefit students, this also improves teacher motivation and development. This is achieved through using the lesson plan as a permanent record of lessons taught.
• Self-motivation. Channeling emotions to reach a specific goal. This is fundamental for paying attention, for self-motivation, for mastery and for creativity. People who have this skill tend to be more productive and effective. Recognizing emotions in others.
Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and, attrition (Masten, et al., 1990). Masten and et al. (1990) define resilience as “the process of, capacity for, or outcome of successful adaptation despite challenging or threatening circumstances” (p. 425). In simple words resilience in the field of language teaching means teachers’ ability to adapt themselves with upcoming problems that they may encounter during their tasks. These problems may have different origins: social, economic, affective and so on (Masten, et al., 1990).
In leadership, it is important that leaders coordinate the effective management of resources, namely time, material and people, to ensure that they are conveying an effective teaching and learning environment. Some characteristics of a great leader may include social awareness, which is the ability to understand the social in a certain environment, for example, those who are most effective in the organization and self-direction, meaning a leader is able to direct themselves effectively and powerfully.
When forming relationships, most will ask themselves how dependable will this person be? How will I be supported in my time of need? By recognizing the support style of a relationship you can interact in that relationship with more ease. Evidence has been found exhibiting cross cultural differences in support styles. The styles of support that exist are emotional, instrumental, esteem, and informational.
ABSTRACT: Professional development generally refers to ongoing learning opportunities available to teachers and other education personnel through their schools and other means of social interaction. Productive professional development is mostly visible as vital to school success and teacher satisfaction, but it has also been maligned for its expenditure, roughly determined goals, and the lack of data on resulting teacher and school improvement that characterizes many efforts. With schools these days facing an attire of complex challenges from working with an increasingly diverse population of students, to integrating new technology in the classroom, to meeting rigorous academic standards and goals—observers continue to stress the need for teachers
Several potential causes have been proposed for the slow progress in educational technology, including lack of time for staff development, unsuitability of technologies, and cultural barriers within institutions (Laurillard, 2012). And with these error bought by new tools for learning, students and facilitator need to adopt in the developing world. While teachers play essential roles in nurturing students to become ‘good citizens’ because they are the key figures in implementing education and curriculum policies in schools. The 21st century classroom is one place where change is as inevitable as it is. The mandate of the educator has always been to guide the learner.
Since it is difficult to remove tenured teachers, tenure encourages school administrators to take more care when making the promotions. In contrast, tenure promotes administrators to dismiss under-performing teachers before they achieve tenure (ProCon.org). Administrators try to be very careful when they promote teacher tenure, but there are many regulations to take into
They are very service-oriented, and their own happiness is closely tied into the happiness and comfort of those around them. They are valued for their genuine warm and caring natures, and their special ability to bring out the best in others. They usually do not handle conflict well, and may tend to be very controlling or manipulative. Relationships are central to their lives, and they put forth a great amount of energy into developing and maintaining their close interpersonal relationships. They expect the same from