Teacher Leadership Research Articles

Team Teaching and Effective Instructional Delivery among Teaching Staff of Faculties of Education in Rivers State Owned Universities

This study investigated Team teaching and effective instructional delivery among teaching staff of Faculties of Education in Rivers State owned universities. Three research questions and three null hypotheses were formulated to guide the study. The population of the study is 2195 teaching staff of Faculties of Rivers State University and Ignatius Ajuru University of Education. The study adopted a simple prediction research design. The sample size was 400 and Taro Yamane minimum sample formula was used in determining the sample. The instruments used were Team Teaching Questionnaire (TTQ) with 15 items and Effective Instructional Delivery among Teaching Staff Questionnaire (EIDTSQ) with 10 items. The instruments were subjected to face and content validation by 3 experts while the overall reliability coefficient of the instruments stood at 0.85 and 0.87 respectively. The reliability coefficient was determined using Cronbach alpha reliability method. Simple Linear Regression Statistics at .05 alpha level of significance. The result showed that one-teach-one-assist, parallel teaching and differentiated teaching predicted effective instructional delivery significantly. Consequently, it was recommended among others that, one-teach-one-assist should be use when one teacher has more expertise in the topic and when individual student needs more assistance in both universities, both institutions should address the question of operational support whenever it is considering parallel teaching because teachers are sometimes emotionally drained teaching diverse students and both institutions should support teachers’ utilization of differentiated teaching by motivating them in order to maximize teacher leadership.

Emergent teaching movements in leadership development: Group relations, case-in-point, and intentional emergence.

In a post-pandemic context, the need for leadership students to navigate ambiguous conditions and examine their automatic responses to authority has increased. Yet, common approaches to teaching leadership, such as group discussions and simulations, overlook the potential for using development spaces as living laboratories. This article explores three emergent-based pedagogies (group relations, case-in-point, and intentional emergence) that de-center the instructor, prioritize co-creation and emergence, and provide living laboratories for students to examine their assumptions and default behaviors related to leadership.

Teacher leadership: leading professional learning among peers

ABSTRACT Research has shown the importance of teacher leaders in improving professional learning and schools. This case study investigates the development of a new teacher leader position at a Norwegian upper-secondary school with the responsibility for leading peer teachers’ collective professional development. Our aim is to understand the interplay between cultural/structural conditions and dynamic processes in the practice of leading one’s peers. Our findings show that teacher leaders and their practices switch between leading and reflecting on equal terms with their peers and by showing loyalty to the teaching profession. We argue that establishing a teacher leader position has the potential to change and develop teachers’ practices from individual to increased collective professionalism.

Leadership Skills of Industrial Robot Specialization: Chinese Educators’ Reference to Professional Training

Every teacher strives to exercise leadership and develop the skills of young students in order to succeed in school. An increasing number of frontline teachers say they must be more competent in teacher leadership. This descriptive study aims to investigate the leadership skills of Chinese educators handling students in Industrial Robotics. A total of 150 teachers specializing in industrial robots will participate in the study. Descriptive findings will be based on the findings that the views of industrial robotics professional teachers on faculty leadership which will be discussed.

The Influence of Holistic Leadership of Administrators on Teachers Empowerment Program

With the continuous deepening of education reform, the leadership position in the education field has gradually improved. Issues such as leadership style assessment, leadership prediction, teacher leadership ability improvement programs, leadership training and educational reform have received widespread attention. However, there are still some problems and challenges in these areas that require further research and exploration. This study uses empirical analysis methods to conduct a comprehensive analysis of leadership style assessment, leadership prediction, teacher leadership ability improvement programs, and leadership training and education reform issues in the field of education. The results show that in the current field of education, it is crucial to pay attention to issues such as leadership style assessment, leadership prediction, teacher leadership ability improvement plans, leadership training and educational reform. But there are also common problems and challenges in these areas. In terms of leadership style evaluation, inconsistent indicators and standards, uneven methods and tools, and a lack of widespread practical application have become problems that need to be solved urgently. The key to solving these problems is to strengthen research, improve evaluation indicators and methods, improve tool reliability, and transform evaluation results into practical improvement measures. In terms of leadership prediction, prediction accuracy is challenged due to the complexity, multi-dimensionality of leadership and the interference of external factors. Future development requires more careful treatment of forecast results and comprehensive analysis combined with other factors. At the same time, establishing clearer leadership evaluation standards and conducting in-depth research on prediction methods and tools are necessary steps to promote the development of leadership prediction. Teacher leadership capacity improvement projects currently have problems such as systemic flaws, lack of pertinence and sustainability, and imperfect evaluation and feedback mechanisms. In order to improve the effect, it is necessary to build a scientific and systematic improvement plan framework, focus on personalized training, establish a long-term training and development plan, improve the evaluation mechanism, and transform evaluation results into specific improvement measures. Finally, the current status of leadership training and education reform has problems such as uncertain conceptual connotations, resource investment challenges, and differences in actual effects that need to be resolved. Clarifying leadership standards, optimizing training methods, and improving training effects are the directions to promote the integrated development of leadership training and education reform. At the same time, an effective evaluation and feedback mechanism should be established to provide scientific support for continuous improvement.

Leadership of Private School Head Teachers for 21st Century: A Narrative Inquiry

The twenty-first century has brought many challenges in the education sector along with entire other sectors. The issue of accelerating globalization and digitalization has influenced the educational sector a lot. The stakeholders have faced many challenges in implementing the issue in their organization. The particular study has focused on the perceptions and role of school leadership in 21st-century schools. The study has tried to explore school leaders’ views. The particular research is based on the narratives of the school leaders based on their experiences, feelings, and expectations. Three school principals from private schools in Kathmandu were purposively chosen based on their execution of new practices in the school. They were interviewed physically and virtually and a conclusion was drawn from the process of coding, categorizing, thematizing, and meaning-making process. The school leaders have focused on organizational leadership, teamwork, and increased use of ICT as the major concern of schools and their leaders and they are found ready for every unpredictable situation that the school will be facing very soon in the complex, globalized, and culturally blended world making the educational organization service oriented. Still, there is room for development despite the great effort of head teachers.

Research on The Relationship Between Ethical Leadership of Chinese University Presidents and Teacher Job Satisfaction

Research areas include the ethical leadership of university presidents (moral character, people-oriented, enhanced moral motivation, enhanced ethical awareness, professional abilities and abilities) and teachers’ job satisfaction levels (satisfaction with job content, satisfaction with work environment, satisfaction Degree) career development, salary and benefits satisfaction), laying the foundation for improving teacher job satisfaction and the level of ethical leadership of university presidents. Enhance teachers' understanding of the moral leadership and job satisfaction of university presidents, and improve the development efficiency of teachers' work effectiveness. These areas improve the job performance of Jilin University of Economics teachers, provide work engagement, and help teachers improve job satisfaction and the moral leadership of university presidents. This study randomly selected 383 teachers or university leaders and used descriptive correlational design and Statistical Software for Social Sciences (SPSS) for data analysis. The results showed that the majority of the respondents were male (61.9%). In terms of age, the majority are 31-40 years old (27.4%) and 41-50 years old (29.0%). From the perspective of school positions, full-time teachers account for the highest proportion. (86.9%). From the perspective of teaching experience, teachers’ teaching experience is concentrated in 6-10 years (33.2%). Moral quality (3.23), people-oriented (3.20), enhanced moral motivation (3.21), enhanced moral awareness (3.21), professional abilities and abilities (3.23), satisfaction with work content (3.20), satisfaction with work environment ( 3.19), career development satisfaction (3.17), salary and welfare satisfaction (3.16) Working environment, career development satisfaction, salary and welfare satisfaction, ultimately improve teachers; work efficiency.

Teachers, leadership, and Black boys’ racialized funds of knowledge

While an abundant literature has theorized the complex and layered reasons why many young Black men choose not to teach and/or leave the K-12 classroom, comparatively less has been written about the professional journeys of those few who stay and slowly make their way through teaching and into teacher leadership. In this article, we story a young Black male educator’s professional trajectory across K-12 spaces as a teacher, an instructional coach, and a K-12 public policy research associate. Our findings emphasize how the racialized funds of knowledge that Ryan Holmes (a pseudonym) accumulated as a Black boy in a highly segregated rural South Carolina town were the social catechism that later guided his professional interactions with (White female) K-12 teachers and administrators. We conclude with the argument for hearing and receiving Black male teacher-leaders’ lived experiences in hyper-segregated K-12 spaces.

A Survey Study on the Current Situation of English Teachers’ Leadership–Taking the Local College in City T as an Example

The leadership of college English teachers is the influence of English teachers in various group activities in schools, including cultural leadership, professional leadership and information leadership. The leadership of college English teachers can improve the efficiency of English teaching, affect the English level of students, and benefit the development of English teachers themselves. This paper takes some three-level colleges and universities in T city as an example to investigate the current situation of the leadership of college English teachers in T city, identify the influencing factors of the effective realization of teacher leadership, and then propose effective countermeasures for the effective realization of teacher leadership.

THE MEDIATING EFFECT OF TRANSFORMATIONAL LEADERSHIP ON THE RELATIONSHIP BETWEEN THE SELF-CONCEPT AND ORGANIZATIONAL COMMITMENT AMONG PUBLIC ELEMENTARY TEACHERS

The purpose of this study was to determine the mediating effect of transformational leadership on the relationship between self-concept and organizational commitment among public elementary teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents of the study who are teachers among public elementary schools in Caraga North and South Districts, province of Davao Oriental. The researcher utilized stratified random sampling and face-to-face and online survey modes of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph Analysis using Sobel z-test. From the results of the study, it was found that there is a level of self-concept, organizational commitment, and transformational leadership of teachers. Also, results revealed that there is a significant relationship between self-concept and organizational commitment of teachers, between self-concept and transformational leadership, and between transformational leadership and organizational citizenship of teachers. Also, transformational leadership has a partially significant mediating effect on the relationship between the self-concept and organizational commitment among public elementary teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0758/a.php" alt="Hit counter" /></p>

Kindergarten teachers’ leadership during the Covid-19 pandemic: from uncertainty to practices of care and concern

ABSTRACT This study sheds light on the professional leadership attitudes of kindergarten teachers during the Covid-19 pandemic, focusing on their managerial practices in these times of chaos and crisis, and their presence as a type of pillar of stability. The main research question examines the leadership characteristics of these educational leaders, based on two main theoretical frames: the adaptive leadership style and the ethics of caring. The study population included 64 kindergarten teachers who had worked in Israel in different managerial and educational roles (kindergarten manager, full-time kindergarten teacher, and supplementary part-time kindergarten teacher) in the early childhood educational system during the pandemic. The research tool was an online questionnaire. The main finding of the study is that the participants conducted their leadership through augmented practices, as presented in the unique model that we developed specifically based on self-report analyses. Our findings indicate that the most dominant practice is the concern and caring practice. The Augmented Leadership Model also reflects the participants’ perception of their role as stable leaders, mostly towards their team, the parents, and the children. The main conclusion is that the leadership of kindergarten teachers has become a strong anchor of stability during this time of uncertainty.

Leadership Practices of Head Teachers: Primary School Teachers’ Perspective in Public Schools of Punjab

Effective leadership of head teachers shapes teacher attitudes and school organizational outcomes. This quantitative descriptive research aimed to find out the head teachers’ leadership practices perceived by the primary school teachers. There were selected 150 participants through a random sampling technique from public schools. A five-point Likert scale questionnaire was self-developed keeping in view the previous literature and experts’ perspectives. The questionnaire was focused on supportiveness, maintaining standards, communication capabilities, and instructional leadership. Data was analyzed through the SPSS 20 version. According to the findings of the study, teachers’ perceived positive regarding coordinating policy, classroom helpfulness, resource provision, relationship building, and confident interaction. There were 70-80% of the respondents who agreed about head teachers’ strengths for monitoring performance, motivation, decision making, shaping direction, and enabling autonomy. Low disagreement levels indicated teachers perceive head teachers as demonstrating competence across diverse leadership competencies. Highest rated areas and lowest regarding managing stress showed public sector heads capably transform restrictive bureaucracies through prioritizing secure environments, and communications, and upholding high instructional expectations enabling performance. Statistically, teachers had decidedly positive perspectives on headteacher leadership practices. Practical recommendations include sustaining areas with already high agreement, improving emotional support, increasing staff participation, enacting distributed leadership, enhancing recognition, and ensuring adequate time for core instructional leadership oversight by assessing administrative burdens on public school heads.

Training future leaders: A qualitative study exploring leadership development in predoctoral dental curricula.

Commission on Dental Accreditation (CODA) accreditation standard 2-19 states predoctoral dental schools must assess students' ability to function successfully as the leader of the oral health care team. This study aimed to explore how dental schools incorporate leadership training into their curriculum to better understand the leadership skills students learn, the ways students engage in leadership training, and the opportunities students have to practice leadership skills with their peers. The aim of this 2022 qualitative phenomenology study was to use semi-structured interviews with academic Deans at CODA-accredited dental schools and one subject matter expert to uncover types of cognitive, behavioral, and environmental factors influencing leadership training through the lens of social cognitive theory. All interviews were recorded on Zoom, transcribed, de-identified, and analyzed for recurring themes using NVivo. Eight academic Deans and one subject matter expert participated in the study. Four major themes emerged from the data: leadership is essential for dental professionals, leadership is incorporated into the curricula in diverse ways, students most often engage in leadership training opportunities with dental peers and interprofessional opportunities could be expanded, and dental schools often face barriers to incorporating leadership training. Vertically integrated case presentations and team-based practice management simulations are meaningful leadership development activities. Prominent barriers include time constraints, lack of faculty champions with teaching leadership expertise, and prioritizing the development of hand skills. Standard practices for student leadership development and assessment do not appear to exist across dental school curricula. Findings support the need for a leadership development framework.

Challenges and supports for secondary science and mathematics teacher retention

AbstractMore research related to effective ways to support and retain teachers in the teaching profession is necessary as the need for science and mathematics teachers continues to grow. Understanding how teachers perceive challenges and experience support early in their career can contribute to building environments which foster teacher retention. This mixed‐method study explored the influences on the self‐efficacy and career satisfaction of a group of 21 early‐career (2–6 years of classroom experience) secondary science and mathematics teachers who participated in a traditional university preparation program and scholarship program to prepare them for teaching in high‐need school districts. Using data from an efficacy survey and semistructured interviews, this study measured changes in teacher efficacy and described teacher leadership experiences, perceived teaching challenges, and valued supports. Results found no change in teachers' self‐efficacy scores although mean outcome expectancy scores decreased. Teachers' identification as a teacher leader was correlated with science or mathematics teaching self‐efficacy. Qualitative coding of the interviews revealed ways in which assessments, workload, school structures and polices, administration, students, and teacher community either contributed to teachers reported difficulties or supported them as early‐career teachers. The discussion offers suggestions for ways to increase secondary science and mathematics teachers' job satisfaction.

Pembinaan Guru Inspiratif: Pelatihan Supervisi Akademik Berorientasi Coaching dalam Program Pendidikan Guru Penggerak di Lombok Timur

The PGP program is an important initiative in improving the quality of education in East Lombok. However, to ensure the success of this program, an effective academic supervision approach is needed, especially one that is oriented towards a coaching mindset. The PKM aims to provide coaching-oriented academic supervision training to teacher leaders in East Lombok. By doing so, it is expected that the teachers will be able to improve their skills in leading and managing the learning process effectively. Training methods include workshop sessions, interactive discussions, case studies, and practical simulations. The training was conducted face-to-face using the coaching mindset as the main foundation. The results of the training showed significant improvement in the understanding and skills of the lead teachers in implementing academic supervision using the coaching approach. The participants were able to identify strengths and areas of development in the learning process, and were able to provide constructive and growth-oriented feedback. In conclusion, coaching-oriented academic supervision training in the PGP program in East Lombok is an important step towards improving the competence of teacher leaders and in turn, the quality of education in the area.

Coaching Teachers in Document-Based History Instruction: Practices That Support Teacher Facilitation of Student Discourse

Instructional coaching is increasingly regarded as an essential feature of professional development, but no research exists on content-specific instructional coaching for history teachers. The study examines data from a coaching program in which history teacher leaders served as novice coaches for their colleagues. We found that coached teachers, as a whole, improved in discussion facilitation. Case analysis of two successful and two less successful coach–teacher pairings revealed that successful coaches were more likely to focus on eliciting students’ argumentative discourse whereas less successful coach planning sessions focused on discrete historical content knowledge and the disciplinary heuristics of historical thinking. It appears that coaching that emphasized a conceptual redirection toward inquiry and a pedagogical toolkit for fostering student discourse was more closely tied to growth in discussion facilitation and opportunities for student historical reasoning than a coaching approach more narrowly focused on historical concepts.

Exploring teacher leadership: A study of leadership practices among TESOL professionals in the Arab world

This exploratory study delves into the concept of teacher leadership within the Teaching of English to Speakers of Other Languages (TESOL) context in Qatar. It investigates the strategies employed by TESOL professionals to enhance their leadership practices and identifies factors influencing the realization of teacher leadership in this particular setting. Utilizing an interpretive approach, the study employs semi-structured interviews to collect qualitative data from TESOL professionals serving as teacher leaders in five different universities in Qatar. The findings reveal several strategies employed by teacher leaders to enhance their practices, including collaborative team efforts, maintenance of reflective diaries, participation in international conferences, attendance at professional development courses, and volunteering as editors and reviewers. These strategies support teacher leaders in their roles, facilitating on-the-job learning and keeping them abreast of new developments in English Language Teaching (ELT). The study also uncovers various factors that negatively impact teacher leaders’ practices. These include a lack of professional autonomy, the absence of teachers’ voices in the decision-making process, increased workload and accountability, and a lack of trust and support. Inadequate professional development opportunities and lower levels of intrinsic motivation hinder teacher leaders from developing leadership skills, acquiring knowledge, and shaping a strong leadership identity.

Investigating the relationship between servant leadership in schools and teachers’ job satisfaction: a case from the United Arab Emirates

ABSTRACT Servant leadership in schools pertains to meeting teachers and staff’s social, professional, and academic needs, all through a reproductive and healthy approach to leadership. Previous studies on servant leadership supported the positive influence of servant leadership practices on employees’ job satisfaction in various educational and non-educational sectors. This study aimed to quantify the relationship between teachers’ perceived level of servant leadership practices of their school principals and the reported level of their job satisfaction within 2 campuses of one private school in Abu Dhabi, UAE. The participants included 81 teachers who responded to an online survey on Microsoft Teams, consisting of two integrated instruments namely Servant Leadership Questionnaire (SLQ) and Mohrman – Cooke – Mohrman job satisfaction survey (MCMJSS). Data collected was analyzed using SPSS version 25. The findings showed that schoolteachers are more satisfied with their job when working with school principals who possess servant leadership qualities, indicating a positive correlation between perceived servant leadership and employee job satisfaction. Implications and recommendations for school leadership practices that enhance teacher retention in UAE schools are offered.

Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions

ABSTRACT There is increasing awareness that teacher leadership can serve a vital role in addressing many of the issues facing schools, but the conditions under which leadership capacity develops is still an open question. Most of the literature addressing this question is theoretical and based on small, qualitative studies. This quantitative investigation involving over 400 teacher leaders explores the relationships among teacher leaders’ outcome expectations and their perceptions of the school environment in which these teachers work. Further, a comparison of how these factors vary according to the teachers’ professional development experiences is examined. This manuscript provides validity arguments for a newly developed survey instrument. The findings of this investigation indicate that professional development focused specifically on developing teacher leadership is significantly associated with elevated outcome expectancies, and that a possible explanation for this increase might be related to how the professional development influences teacher leaders’ views of the resources in their school environment.

Motivating Readers: A Tale of Teacher Leadership and Retention

Motivating Readers: A Tale of Teacher Leadership and Retention