Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not. The teacher will be constructing a repertoire of teaching approaches and techniques which will be in the student’s best interest. Evaluation is vital because it’s based on the teacher success in the classroom. It is this role that allows the teacher to discover the worth of their work. Teachers must find the value in what they do.
(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
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.
Teacher should learn and develop in an area which he or she is aligned with, and directly related to, consistent with the academic goals of the school or local educational agency. Moreover he or she should be able to adapt new practices to the needs of every student. I believe, the first step for every teacher is to attempt to build good relationships with students. Moreover, it is important to have good interrelationships with colleagues and administrators. Being able to establish respectful and caring relationships with colleagues can enrich the work experience.
This dynamic approach, which is termed resilience, seems promising. As Mansfield, Beltman, Price and McConney (2012) suggest, promoting resilience gives the opportunity to identify more effective interventions to address teacher challenges and promote ‘quality retention’ (Gu and Day, 2007). According to Hong (2012), this focus on resilience can also help to understand teachers’ job satisfaction and motivation (Kitching, Morgan, and O’Leary, 2009), and teacher effectiveness (Gu and Day, 2007). Research on teacher resilience is also in line with positive psychology because it is focusing on teachers’ wellbeing and psychological health (Théorêt, 2011). According to Patterson, Collins and Abbott (2004), resilient teachers consider their professional development as a priority.
The first step to building a solid collaboration would be to provide teachers and teacher-librarians with appropriate professional development that empower them to create a solid understanding of the process and help them build a more productive professional relationship. Additionally, it is important to take into consideration the willingness of both educators to participate in this program. In this case, a clear understanding of the teacher-librarian’s role from all staff would be most beneficial. The teacher-librarian’s leadership, interpersonal abilities, and social skills would be an important factor to consider along with both educators’ teaching
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.
This is another big challenge that many principals face at schools, as they have to ensure a particular atmosphere surrounds the school, one which is harmonious and will create a good development platform for all the students within the particular school. One other challenge, being principal support was examined by Michael DiPaola and from it he reports on efforts to validate an operational measure of the construction of the teachers’ role. Principals are the driving force of the schools success, as they make all the critical calls the school needs to continue operating and ensuring academic excellence for all the students, a challenge is then presented in that they have to ensure that they provide all the necessary support the school and all the members within it
Introduction Teacher professional development (TPD) has been considered as a central component in improving education. Although teachers are generally involved in professional development for a certification (Guskey, 2002), it is widely believed that TPD should be continuous and systematic (P. Knight, 2002).Teachers as the major agent in teacher development play a crucial role in classroom practices. TPD brings changes to teachers’ beliefs and attitudes with some changes in student learning outcomes, which are the results of teacher classroom practices (Guskey, 2002). Teachers’ perception of TPD has been investigated in the field and understanding teachers not only in terms of what they do, but also how they think was widely recognised in