The study done by Ross and Gray (2006) revealed that collective teacher efficacy contributed to commitment to school mission, commitment to community partnership, and especially to commitment to professional community. Furthermore, the study found that collective teacher efficacy strongly predicted commitment to community partnerships (Ross & Gray, 2006). However, this study further suggests that the teacher’s belief on their group competency can also influence their teaching effectiveness. Collective Teacher Efficacy and Teaching Effectiveness Goddard, Hoy, and Hoy (2000) suggest that one way for school administrators to improve student achievement is by working to raise the collective efficacy beliefs of their faculties. Past teaching experiences has an impact on the development of a teacher’s sense of efficacy.
With regard to communication between the school and home, research indicated that regular communication between parents’and teachers in children’s education is a two ways.. (Linda, 2011:61).Moreover, Guolaug (2010:75) pointed out that the school and home relationship is very essential to raise children’s academic achievement. According to, Epstein (2009:34) indicated that relationship between schools and homes is the main reasons for all students succeed in the school. Based on the above writers, some parents replied that “children’s educational achievement enhanced due to regular contact with teachers.” Further more, one informant parent replied that “I always go to school to ask to the teacher about the progress of my child’s academic performance,
This will help in imparting knowledge with ethical standards to the learners and best application of instructional practices. The key elements of the trading will include promoting leadership, imparting ethical standards, sharing best practices, facilitating collaboration and advocating for students(Strong performers and successful reformers in education, 2011). Support in establishing a respectful learning environment for a diverse population of students As a new teacher beginning employment in a school or early childhood program, I will need support in developing a strong relationship with all the students and their families. The key elements in offering this support will include how to provide a supporting relationship to students through honoring excellence in various aspects of learning(Thompson, 2013). I will also need support on how to respect the diverse cultures within the learning environment and how to create classroom environments that optimize learning.
Within education, professional learners often rely on the leader to provide a framework and establish an environment conducive to a high level of intensity. Teachers within professional learning communities rely on leaders to help plan timetables, provide additional resources, and locate expert connections to support professional learning. It is in these way that servant-leaders are serving individual teachers and groups of teacher ongoing. One can also assume that through professional learning, servant-leaders in education will be equally concerned with serving students. Robinson (2011) confirms that through leading professional learning, student achievement will be significantly impacted (p.8-9).
RESULTS AND DISCUSSION The results of the study are presented in Table 1. Table 1 revealed that the coping strategies in each academic challenge have been ranked and were given verbal interpretation. In Student Demographics, teachers- new and old in teaching service, still want to grow professionally. It ranked 1st with the weighted mean of 4.74. Teachers believe that there is a lot to be gained from pursuing a postgraduate degree.
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.
Web/Video Summary Assignment The purpose of this web/video summary assignment is to broaden the understanding of the use of mentors in the school system. The videos and articles detail first-year teaching experiences and how to be a successful mentor. The first article I read, Teacher Mentoring: A Critical Review (6), discusses the need for more research on mentoring programs in order for them to have greater success. The article acknowledges that first year teachers are often paired-up with a veteran teacher for growth and mentoring. However, not all veteran teachers have experience in being a supportive mentor.
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
Faculty Leadership Judith Little (2000) has described a school education analog of college and university faculty leadership, called “teacher leadership,” where “teachers are expected to exert the kind of influence on one another that would enhance success and satisfaction with students” (Little, 2000, p. 393). In a historical analysis of the evolution of the profession of teaching in both schools and post-secondary institutions, Gerald Grant and Christine Murray (1999) delineated how “schoolteaching and professing” have institutionalized differently over time, and yet they shared the “essential acts of teaching” (p. 32). Schoolteachers and college and university faculty share the essential acts of “knowing the student, engaging and motivating,
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.