(5) How we define leadership frames how people will participate. (6) Educators are purposeful—leading realizes purpose. The writer further states that leadership capacity builds a frame work or the foundation for teacher leadership and concurs with Lambert 1998 that ‘Leadership capacity’ can be defined as broad-based, skillful participation in the work of leadership. This concept forms a systemic framework for school improvement, a context in which teacher leadership is invited, supported and appreciated (Harris & Lambert
According to some recent research, there is a strong correlation between teachers’ teaching and students’ school success (Diaz-Maggioli, 2004; Sparks, 2002). In other words, different teachers adopt various teaching models or practices in order to improve and enhance their professional skills in the field of EFL. In this sense, Huber-man (1989), believes that teachers’ careers include cycles of conflict or
It has become the theory of choice for many (Lumby, 2013). It is a very dominant type of leadership. Distributed leadership’s attraction in education lies in its potential to bring about school improvement (Harris, 2007). Leadership activities in the ASF development are designed to promote change in the school. Distributed leadership requires multiple levels of involvement in decision making.
34-35). Ferris-Berg (2014) developed this list after reviewing research, which focused on highly effective schools, along with teacher surveys received from those schools. The list shows how multifaceted teacher leadership can be in order to be done effectively. Rogus (1988) identified “areas for development of teacher leaders” (as cited by York-Barr & Duke, 2004, p. 16), the areas were used to develop a framework that identified leadership characteristics. These areas are as follows: • Demonstrating skills of effective instruction, • demonstrating an inquiry orientation to teaching, • working with others, • creating community, • leading curriculum review and improvement, • articulating and communicating vision, • fostering ownership among peers for programs, • empowering self and others, • developing political support for change, and • demonstrating patience and persistence (York-Barr & Duke, 2004, p.
“Resilience offers a useful lens which allows us to probe teachers internal and external worlds to explore which factors, individually and in combination, influence their capacity to sustain their passion, enthusiasm and strong sense of fulfilment.” (Gu, Q. & Li, Q. (2013) p.288-303). Mansfield (2016) suggested that resilience is an attribute to empower teachers to manage every day difficulties and challenges and to prepare them as “classroom-ready” teachers. A research done by Day and Gu (2014) showed that resilience of teachers is associated with other positive factors such as professional commitment, engagement, enthusiasm and job fulfillment.
As an explorative and investigative procedure, peer observation is regarded as the most powerful source of insight. It is also, on a broader sense, viewed as a collaborative non-evaluative process consisting of two or more peers who mutually take profit from the exchanges held in dialogues. It is within these dialogues that arise questions which intend to stimulate reflection and discussion meaning to provide each other with feedback. Yet, peer observation, in this view, tends to bring teachers together and provides them the chance to interact and share their ideas and expertise of teaching. Observation gives to teachers a new outlook built on the way the other teachers teach and much more it creates collegiality in any educational setting.
Given the perceived importance of leadership and the central role administrators’ play in the effectiveness of their schools, it is not surprising that researchers in the field have dedicated themselves to investigating various leadership theories and the theoretical basis on which educational leaders base their leadership style and practices. The purpose of this study was to examine whether transactional leadership behaviors significantly affect the variables of teachers’ self efficacy, job satisfaction, and organizational commitment as perceived by teachers at secondary level. Information gained from the present study can be useful to administrators in their attempts at reducing attrition rates at secondary level of education and the creation of a stable teaching force. Moreover, this study’s results can be useful to principals ‘preparation programs as they
Undoubtedly, classroom management is essential for every teacher to increase pupils’ academic achievement in classroom. According to Emmer & Sabornie (2015), classroom management can be defined as the process by which teachers and schools shape and maintain appropriate behaviour of pupils in classroom settings. (as cited in Kratochwill, DeRoos and Blair, 2016) Therefore, it could be seen that classroom management is one of the most important aspects foe teacher to boost pupils’ performance and minimize pupils’ disruptive behaviour. First, teachers, who are competent in classroom management skill, are able to enhance the quality of teaching and learning effectively. Generally, teachers who possess in-depth knowledge of classroom management are able to establish a suitable environment for pupils to optimize their learning process.
(Kurikulum IKIP Surabaya, 1995 : 9) e. Intellectual or academic requirements that the soecialized knowledge and skills acquired from teacher education institutions that prepare you for the formal duties as educators in schools. Clearly, the diploma wich gives the right and authority as a teacher to teach the class. In addition to the diploma they already had. Every teacher let strive the develop our selves, increasing knowledge and skills and knowledge to keep up to date with the demans of his profession as well as changes in
Some countries have improved more qualifications for school managers to be a teacher with experience in a certain time period and to participate in special programs at universities has been opened in the school management. The school is open system, so, it is highly interactive with its environment for this reason, one of the features of school administrator is to establish strong relationships with the environment, that is why recent studies stated that managers may spend 1/3rd of their time for the social studies and relationships with environment. One of the most important features of school manager is to share authority with deputies and other officials in proper ways. The development and success of the school should be the basic behavior features of the school manager. Education managers and planners must consider to have well-trained school managers and teachers while preparing strategic plans, targets, and projects on education to obtain better success, higher productivity, and to increase the quality of