According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority. These teachers seem to prefer an active approach to resolve problems. Moreover, Howard and Johnson (2004) highlighted that some teachers involved in their study admitted that they had developed survival skills by reflecting on their practice when things were going wrong. Teachers who participated in Huisman et al’s study (2010) also considered both formal and informal professional development opportunities as a priority. As mentioned earlier in this paper, societal developments in several domains confront schools and teachers nowadays with more challenges of different kinds (Elchardus, 1994; Hargreaves, 1994b).
I would like to start with a quote that “Not all Leaders are Managers and not all Managers are Leaders”. The question that comes to my mind is can Leadership be taught or is it an innate behaviour that one possess and how important is it when it comes to educational Leadership management. As I understand Leadership qualities are difficult to pin down because each one of us has qualities that need to be shaped. Since education is a lifelong learning process it is important to have people with leadership qualities that can help provide direction and also contribute to organisational changes in a complex environment which may include setting standards, achieving benchmarks set by the organization and adhering to policy directives which many a times are complicated and unpredictable. I was interested in this specialization because I felt that it will help me understand the complex nature of school organization as it plays a vital role in shaping one’s educational outcome and school as a whole influence the way in which our approaches to society are shaped based on the leadership and ideology the school follows.
Regarding academic circles, leadership appears as a result of interrelation among position, specific behaviors and capacity that a person has to affect people, innovate, and attain goal (Barreto, 2012). "Leadership acts as a catalyst without which other good things are quite unlikely to happen" (Leithwood et al., 2008 p. 28) It is a fact that, being a motivator, creator, persuader etc. are not enough for a good leader if he/she does not have extra training for educational purposes. "Good management makes a difference to the quality of schools and colleges and to the educational outcomes of their students" (Bush & Coleman, 200 p. 3) It should be noted that leader 's performance is judged by his/her skills and character which leadership demands. As noted in Ismail Thamarasseri’s article (2014) “for the most part, Educational leadership researchers are exclusively concerned with leadership in school organizations.” In educational field, more precisely, at schools, leader teachers are more powerful than managers for school and student outcomes.
Teachers hold a variety of perceptions regarding attributes of a leader. Numerous teachers have the skills and knowledge to become valuable teacher leaders, but even with research showing the impact of such leaders, many teachers haven’t realized their potential in this area (Fairman & Mackenzie, 2015; Helterbran, 2010). One possible reason for this might be the old school mentality in which teachers believe they should work in isolation, or a schools egalitarian culture discourages teachers from emerging (Berry et al., 2005; Goodwin, 2013; York-Barr & Duke, 2004). Helterbran (2010) states the materialization of teacher leaders “cannot and will not occur unless and until teachers recognize their own leadership potential and develop the confidence
3.To what extent do behavioral policies of the school affect the classroom management skills of the pre-service teachers? 4.What are the problems/challenges encountered by the pre-service teachers as regards in classroom management? Scope, Delimitation, Limitation of the Study The main purpose of the study is to provide information regarding on what are the implications of behavioral policies of Batangas State University to the classroom management of the pre-service teachers. It also aimed to know the pre-service teacher’s ways and strategies on managing a classroom environment. The study considers the student’s personal information such as their name (optional) gender, age, and section.
I would like to start with a quote “Not all Leaders are Managers and not all Managers are Leaders”. A number of questions come to my mind when I think of Leadership – ‘Can Leadership be taught?’ ‘Is Leadership an innate behaviour that one possesses?’ ‘How important is Leadership when it comes to educational leadership and management?’ As I understand leadership qualities are difficult to pin down because each of us have qualities that need to be shaped and developed through a continuous learning process. Since educational attainment is a complex process which require people with leadership qualities to help provide direction which can contribute to the necessary organisational changes I am interested in this specialization because I feel that it will help me understand the complex nature of school organization which plays a vital role in shaping one’s educational outcome because school as a whole influences the way in which we approach society and are shaped on the ideologies that the school follows. Sometimes these ideologies are so rigid that it requires good leadership to help bring about the required transformation and changes in the culture and practice of the schooling process which is not an individual act but a shared enterprise of the teachers, students and the community as a whole. I believe that leadership qualities must encourage critical practices that are reflective in their approach that consider the cultural and organizational practices and think
Student teachers have to practice themselves because practical knowledge and skills are held by the individual and cannot easily be transmitted from person to person. Student teachers need know-how, and by connecting the skills of teaching to knowledge, through reflection, they will gradually start developing practical skills. An important role of the practicum is to support experience to the teaching. The strongest factor effects on retention seems to be the quality of the first teaching experiences, and what student teachers experience in their practicum creates their view of the profession. It is therefore crucial that student teachers are given quality practice areas.
The information technology as a tool to support teaching, give full play to information technology in student learning, active exploration, cooperation and exchange of advantages, a good teacher's role to achieve change. The role of information technology in teaching should not be underestimated, it assisted the students in cognitive function to be better than any previous technology. But it is only an auxiliary tool for classroom teaching. Core teaching process is the process of emotional interaction between teachers and students, the process of information technology education can not be replaced. Teacher-student interaction in teaching and learning process, IT has become a problem to produce teaching and promoting the proliferation of signs of student thinking.
Even if teachers are influential on students’ learning and achievement, they can maximize this influence only when they are supported by the institution and system leaders (Reeves, 2010). This is because they are part of the complex institutional system which extends from their own classrooms to institutional level, and even to the society at large, that directly or indirectly influences their teaching. Hence, they need an intuitional climate which provides them with support, encouragement, guidance, and direction in their teaching (SCEP, 2000). They need an intuitional climate wherein collaboration among teachers, teachers and their students, and teachers and administrators exists as effective teaching demands working in a shared environment (Kahn & Walsh, 2006). The idea is that as conditions in classrooms affect students’ learning opportunities, institutional climate affects, positively or negatively, teachers’ teaching and professional learning (Day & Sachs,
Teachers these days are indubitably facing many challenges regarding their students’ attitudes and behaviours towards learning and managing a classroom. Teachers have an important role to play in creating a positive classroom environment that is conducive to learning, keeping their students engaged and motivated to learn. There are many things to take into account on a student’s level of interest and engagement in learning, and teachers have very little control over these aspects. Teachers can influence student motivation by using certain practices (Anderman and Midgley, 1998). Under the tenets of operant conditioning originated by B.F Skinner, it has been described as a process which modifies behaviour through the use of reinforcements.