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. In this sense, it is important to be aware of what are the most essential qualities which are required for teacher leaders. Who are teacher leaders? They are experienced and respected role models, who are innovative, organized, collaborative,
These standards and related guidelines identify the issues to consider when exercising the professional judgment required for fair and equitable classroom assessment for all students. The results from classroom assessments that adhere to these standards and guidelines can then be used by teachers, students, and, where appropriate, parents/guardians, to better foster student learning. Accurate and true evidence on student achievement is widely understood to be important for effective teaching, as it become an
Helterbran (2014) stated that the principal is the key factor in determining if teacher leaders will become effective within the school. A school culture, orchestrated by the principal, which encourages teacher leaders is essential to the success of the leader. Demir (2015) states that developing that culture, “is one of the most challenging aspects in the implementation of teacher leadership” (p. 623). One way in which this could be accomplished is for the principal to be a supportive mentor and encourager to the teacher. “Barth (2001) noted that it is the expectation of a principal toward a teacher to be the leader; empowering teachers, assigning them responsibilities, encouraging their successes, and appreciated their successes are all extremely important” (as cited by Demir, 2015, p. 625).
Thus, classroom management is a beginning step for a teacher to make sure that his or her pupils are able to attain academic achievement. For instance, teacher who employs Assertive Discipline of Canter is able to tell pupils about his or her expectation on them at
Competencies may be developed, but they are most powerful when used to select people who are already a good fit for the job. It has been recognized that building the capacity of teachers and schools to teach pupils with a diverse range of special educational needs is a key to raising the achievement of these pupils. Zepeda (2008) agrees to the premise that to achieve high qualified teachers, it falls to school leaders to provide professional learning opportunities for teachers that build their capacity to teach ways that are congruent with contemporary understanding about learning, use assessment to inform teaching and meet differing needs. Teachers must once reflect how they are with their teaching. They need to understand and address their strengths and weaknesses using a list of competencies.
teacher credibility, which was not included in the earlier version of the study. “The key is the students’ perception that teachers have credibility in enhancing their learning,” says Professor John Hattie. “Students are very perceptive about knowing which teachers can make a difference to their learning. And teachers who command this credibility are most likely to make the difference. “The effects on achievement are high and the reason is that teachers who constantly show students they care, and know about the difference and impact they are having on them, are ‘visible’ and welcomed.” Professor Hattie’s latest research, published in his new book Visible Learning for Teachers, suggests that teacher credibility is one of the most important factors in all of learning.
Fuziah & Mohd Izham (2011) stated transformational leadership is effective in sustaining schools as learning organisations. Bass (1985) defined transformational leadership as the most effective leadership for the success of an organization. There are four dimensions in transformational leadership - idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. In a school, principals, being the key leaders, have an important task of sustaining teachers’ commitment and satisfaction. Ishak and Nor Asikin (2003) stated, principals play a vital role in creating an organization whereby there is the continious learning of new skills and knowledge to be able to cope with changes and to meet its goals.
Teachers have multi dimensional role in the process of education i.e. in assisting administration, guiding and counseling students both in their effective learning as well as their future role in society as a responsible citizen. Successful or good teaching is the teaching which does bring about the desired learning. The challenge of education thus stresses the need for orientation in skills and methodology for teachers in colleges and universities. Branford, Brown and Cocking (1999) also described the state of an effective and high-quality teacher when they noted: The requirement of super level teaching is that the teachers have a deep understanding of the its subject matter content and its structure, with all of this an equally complete understanding of the method of teaching activities that help students understand the subject matter which is taught by the teacher.
As it is well known fact that in the fast changing world of today the role of the teacher assumes special significance Since the teacher is instrumental more than anybody else in helping the younger generation to imbibe the right values, Skills and attitude necessary to cope with the world of tomorrow. The role of the teacher in the educational process is always challenging and dynamic, so he must be fit by body, mind and soul. The success of education process depends much more upon the character and ability of teachers.The Teacher must have the right attitude to impart proper education, according to ideas and ideologies of community and nation. It is possible when a teacher has involvement and satisfaction in their job.Job satisfaction is
(Ababa, Gallarde, Gica, Gillado, Laoc and Oncone 2012) Education plays a very important role in improving the quality of life of every individual for it aids in the development of human skills, knowledge and experience. The topmost priority of educators is the quality of student’s academic performance. It is not only meant for making a difference locally but globally (Farooq, Chaudhry, Shafiq and Berhanu, 2011). Academic achievement assumes primary importance in the context of education system aimed at progressive scholastic development of the child and human resources development. The academic development of every child continues to be the primary and most important goal of education.