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).
To examine the effects of head teacher’s Transactional leadership behavior on teachers’ job satisfaction as perceived by secondary school teachers. 4. To associate the findings with selected demographic variables. Research Questions Research questions guiding this study were as follows: 1) Does perceived transactional leadership behavior of head teacher positively affects teachers self
2.2 Teacher Efficacy Teacher Efficacy theoretically is reflected in classroom management, student engagement and in administering instructional strategies. Therefore, the researcher has tried to focus the review on these issues beginning the discussion with general introduction to Teacher Efficacy. According to Frase (1989) teachers’ ability to perform effectively is affected by the teaching environment and work content. He refers to teaching environment as generally represented by class size, rules
Summary Leadership Redefined: an evocative context for teacher leaders is a precarious article that argues the following: that all teachers have a right, capability and responsibility to be leaders. It also evaluates assumptions and makes assessments as to what attributes, characteristics and concepts a teacher leader portraits and as stated by (Blackford 1995; Harris 2003) a fresh eye brings advantages, yet it also makes us feel as though we are starting over. To add, the article suggests that a leader is a person who influences a group of people towards the achievement of a goal (www.vtaide.com 12-3-2018). The article also highlights that Teacher leadership as postulated by (Boles & Troen , 1994 para. 11 ) “ is a form of collective
Generally, teachers who possess in-depth knowledge of classroom management are able to establish a suitable environment for pupils to optimize their learning process. According to Marzano (2003), the classroom management has been highlighted as the major variable that affects student achievement. (as cited in Manjula, 2015) A chaotic and disorganized classroom atmosphere is catastrophic for effective learning. From this, it might cause the problem of deficiency in instructional time and consequently affect the quality of teaching and learning process. Thus, classroom management is a beginning step for a teacher to make sure that his or her pupils are able to attain academic achievement.
First job satisfaction is important is important because of its ability to impact teachers lives in a positive way in the classroom. Job satisfaction is also important as it will increase productivity which will result in higher student accademic performance.Thirdly, job satisfaction will resultin satisfied teachers and reduce the level of staff attrition. To improve teachers’ satisfaction the Ministry of Education should focus on improving the salary and working conditions of the teachers to aid their commitment to the students learning outcomes. Secondly, the school administrators should focus on getting the best out of the teahers by using motivation strategies to improve their work performance.
Discussion on the factors that affect performance of the teachers. c. Identifying ways to improve performance of the teachers so that those who perform poorly could improve for the overall improvement in teaching and learning. What is Performance? Moorhead and Griffin (1992: 784), succinctly stated that "performance is the total set of job-related behaviours engaged in by employees". Performance level shows what has been accomplished; what the workers has contributed to the achievement of the objectives of her unit and her organization.
Morale has been thought of variously as a feeling, a state of mind, mental attitude and an emotional attitude (Mendel 1987). Teachers’ Morale is the feeling of a teacher about his/her job and how he/she perceives himself/herself with their needs and the goals of the institution. Bentley and Rempel (1980), defines morale as the professional interest and enthusiasm that an individual displays towards his achievement and the group goals. Morale is the interaction between individual needs and the organizational goals. Teacher morale is a combination of many teacher attributes that will lead to his/her confidence, determination, satisfaction and enthusiasm as a teacher.
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
HEADING 1 The definition of teacher-student relationship. Some studies found that teacher-student relationship are the important element in the education because a part of the classroom management relationship between teacher and student are absolutely the most important signs in order to determine the teachers’ work as successful with the students. The positive relationship between teachers and students can make the enjoyable environment of study in the classroom. B. HEADING 2 The examples of teacher-student relationship.