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).
(2011) indicates transformational leadership being related to job satisfaction. Studies also shows that transformational leadership impacts organizational commitment (Geijsel et al.,2003), (Ismail and Yusuf, 2009), (Avolio et al., 2004). Reyes and Shin (1995) in their study concluded, “teacher’s job satisfaction is a determinant of teachers’ commitment and it must be present before an individual develops organizational
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.
The school’s goals are aligned with the state’s goals. 3. School culture: The intangible principles that define the school’s climate. Teachers are encouraged by the administration to take leadership roles in the school. Teachers collaborate to solve problems.
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.
In contrast, well-managed and well-organized classrooms provide an environment conducive to teaching and learning. A well-managed classroom needs a great effort from the part of the teacher to
Kelchtermans (2009) explains that a teacher’s professional identity is directly linked with the teacher's job satisfaction, occupational commitment and motivation in their line of field. As stated by Burke and Stets (2009), there are three factors that affect the professional identity of a teacher. Person factors, role factors and social factors. I will discuss on how these three areas have affected myself and my profession on being a teacher in Hong Kong. A teacher's belief and morals are generally shaped by their early childhood experiences.
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.
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.
Thus the mentors gain skills which are specific and particular to their daily responsibilities (Guskey, 2009). The link between the learning process of the PD and integration of the daily responsibilities of the learning increases the intrinsic motivation of the teachers to perform better (Fullan, 1995). The importance of Mentoring: The goals and motives of the mentoring
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.