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,
220-221) to determine the relationship between student motivation and academic success the results showed that self-efficacy, task value, internal goals and effort were proximal to academic success. The study concluded that above-mentioned variables equipped students with the relevant tools to deal with setbacks, diversions and the ability to focus more, have more self-confidence when writing examinations and ultimately achieve better test results. Christiana (2009, p. 34) who investigated student academic achievement in relation to motivation concluded that both internal and external ways should be employed to motivate students in the quest for academic success and the roles of instructors and family are integral to this success. 2.3 Academic
School leader is a relationship builder and therefore tasked with the responsibility to create a hospitable environment for learning (Lezotte, 2012. Mendels, 2012). According to Fullan, (2002) a school leader must be able to develop working relationship amongst staff members despite their differences. He alluded on to explain that the improved relationship within the school will not only enable attainment of high results but also a long term investment for the school. In addition, these efforts will be portrayed by a harmonious working relations as well as attainment of good results of the school.
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.
Identifying services that predict student academic success and persistence among TRIO student is important for staff and higher education leaders at Johnston Community College. Jones and Watson (1990) noted that retention or persistence issues are critical to institutional planning and funding. Planning and funding have been greatly affected by the student retention rates. The findings from this study will also help to provide pertinent information on how to improve services that foster student success and leadership skills. This study is significant in that it will examine the factors that critically influence academic success and persistence of students enrolled in the TRIO program at Johnston Community College in Smithfield,
Novel teachers may increase their resilience by promoting prolific relationships with people who comprehend the annoyances and suffering of teaching, and can suggest perception on options attainable for handling with different conditions (Taylor, 2013). Finally, teachers’ job satisfaction plays a vital role, not only for education career, but also for improving teaching and learning quality and even for a nation’s development which can help create the strength and effectiveness for school system (Wang & Tran, 2015). The importance of job satisfaction in efficacy is self-evident. It is very likely that people who are dissatisfied with their jobs have an adequate level of productivity. Although during the last two decades, a raising concern in developed quickly in teacher job satisfaction in the field of EFL/ESL, evaluation the levels of job satisfaction among teachers has increased due to the raising tendency of authorized teachers leaving their jobs for causes other than retirement (Ingersoll, 2003, cited in Salehi, et al., 2015).
Leading and Managing Instruction in a College in Bangladesh Introduction A lot of emphasis is currently placed on the need for principals to be instructional leaders or leaders of learning, primarily because this type of leadership has a stronger impact on student outcomes than other types of leadership (Robinson, Lloyd, & Rowe, 2008). Instructional leadership has a strong influence on the success of a school as perceived by Western scholars (Hallinger & Murphy, 1985; Debevoise, 1984; Blase, 2000; Quinn, 2002). Instructional leadership is very important because it can produce effective teaching and learning among the teachers and students who can produce excellent academic performance (Hallinger and Heck, 1996; Johnson, et al., 2000). According
3 more effective educational delivery - This view, in part, reflects the business concept of total quality management, according to which decisions made close to the actual product will produce a better result. 4 improved communication – between stakeholders, facilitating principals’ awareness of teacher and parent concerns. 5greater accountability - teachers to students, parents, and local communities 6 transparent, - reducing opportunities for corruption. 7 decisions made by groups,- generally better than ones made by individuals. 8 high levels of professionalism 9 improved student retention and learning.
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,
The importance of good lesson planning and the benefits they have for the teacher. When considering the importance and even the significant of effective lesson planning, quite often we immediately considering the benefits that this can have on the student. Effective lesson planning certainly does benefit the student, discussed later in this essay. The benefits of planning for the teacher However, the teacher benefits of planning must also be considered. This means an effective class and raised teaching standard which in-turn improves the overall motivation of the teacher.
In this school/district, staff development learning methods mirror, as closely as possible, the methods teachers are expected to use with their students. According to the apparent practices of administration, there are two areas that Canby Lane Elementary School excels in Professional Development opportunities that greatly impact student achievement and align with the Standards of Professional Learning: 1. According to Learning Forward (2015), professional learning produces changes in educator practice and student learning when it sustains implementation support over time. Canby Lane administration ensures that support is given over time by utilizing weekly grade level and faculty meetings to provide PD opportunities for professional growth. During these meetings, teachers perform various tasks such as analyze student performance on district, school- wide and grade level tasks as well as conduct vertical team meetings to determine trends in performance among ascending and descending grade levels.