Teacher Leadership Model Research Articles

Developing An Islamic Adab-Based Teacher Leadership Model to Improve Teacher Performance in Islamic Boarding Schools

Purpose: This study aims to overcome the problem of improving teacher performance by improving the quality of teacher leadership.
 Research methodology: This development research adapts the Borg and Gall research and development model, with the research subjects being teachers. This study has five main objectives: describing the needs of teachers to develop an Islamic manners-based teacher leadership model to improve teacher performance, designing and developing a prototype of the model, evaluating the validity and practicality, and assessing the effectiveness of the teacher leadership model. Data were collected from experts and practitioners using observation methods, implementation surveys, and assessment sheets. Data analysis techniques involved quantitative and descriptive analyses.
 Results: The results of the development research indicate that (1) teachers’ need for Islamic adab-based teacher leadership is very high as a guide for learning and mentoring students on a daily basis; (2) the prototype of this teacher leadership model includes a series of steps, starting from the flowchart, framework, and components, to the stages of treatment for teachers; and (3) the assessment of the feasibility of the Islamic adab-based teacher leadership model shows a very high validity category with an average score of 3. 66, (4) Its practicality is assessed as practical with an average value of 3.20; (5) there is a real difference in the effect of applying the Islamic adab-based teacher leadership model at Insan Cendekia Madani High School before and after the application of the model to improve teacher performance with a survey of the impact of model implementation that reaches very high normality values of 0.529 and 0.128 > 0.05, t-test 0.000 < 0.05, and moderate N-Gain 0.60 < 0.70, with a percentage of moderately effective results at 58%.

Educator Competency and Capacity Development Model in the 21st Century Era (Study of Principal and Teacher Leadership Models in the Indonesian National Education "Merdeka Belajar" Program)

Educator Competency and Capacity Development Model in the 21st Century Era (Study of Principal and Teacher Leadership Models in the Indonesian National Education "Merdeka Belajar" Program)

Teachers’ leadership in inclusive education in Johor Bahru, Malaysia

A strong foundation of teacher leadership is crucial in determining the effectiveness of inclusion practice in schools. The recent implementation of inclusive education in the educational settings has garnered a widespread attention by countries all over the world including Malaysia in 2010. The embracement of inclusive education concept is one of the effort in ensuring the equality and equity of education for all students. It gives students with special educational needs students’ equal opportunities to advance academically and socially like students from regular classes. This study aimed to explore the challenges in teachers’ leadership practices faced by Malaysian teachers in inclusive education settings and to study the strategy of teachers’ leadership in inclusive education. This study addressed the challenges based on the Katzenmeyer and Moller’s Teacher Leadership Model (2001). The study employed a qualitative method with case study design through face to face interviews with six (6) experienced teachers from two (2) public secondary schools. The instrument with semi-structured interview questions was used as an interview guide along with observation. The respondents of this study has been selected through non probability purposive sampling. The findings of the research had explored strategies and challenges of teacher leadership practice in depth and hopefully, the finding can be used as a reference to the teachers in inclusive education settings in Malaysia.

Understanding the process of teacher leadership identity development

ABSTRACT This study seeks to better understand the process by which secondary STEM teachers begin to see themselves as teacher leaders after participating in a 7-year professional development program. Twenty experienced teachers from different rural schools in a Southeastern state of the United States participated in a rigorous curriculum aimed at increasing their professional skills and capacity as educational leaders. Viewed through the lens of the Community of Practice Teacher Leadership Model, a qualitative analysis of teacher interviews provides evidence of the mechanisms involved in the participants’ professional growth. We found that recognition of the teachers’ leadership competencies performed within this long-term community of practice drove the cycle of teacher leader identity development. Implications of these findings include insight as to how this change in identity can be influenced, as well as identifying important connections between some existing frameworks describing the development of teacher leadership identity.

Teacher Leadership Models in Developing Cognitive Ability in Early Children

The purpose of this study was to determine the teacher's leadership model in an effort to develop early childhood cognitive abilities in RA Hidmatul Hikam, Alassumur Lor. This research uses a qualitative approach with a case study type. The technique of collecting data from the process of observation and interviews with the principal, Deputy Head of Curriculum, homeroom teacher for grades A and B. Data analysis techniques using the Miles and Huberman Interactive Model with data reduction activities, data presentation, and drawing conclusions. Data validity with source and technique triangulation process. The leadership model of the teachers at RA Hidmatul Hikam, Alassumur Lor refers to the participatory-democratic leadership model. This leadership model includes two main characteristics, namely the concept of aspirational management, and broad-minded personal. The teacher leadership model shown in this study describes a teacher figure who emphasizes communication, equalizes subordinates (students), synchronizes learning interests and goals in terms of personal interests and goals, and makes decisions systematically according to the opinions, complaints, and problems of subordinates (students). . So that in learning, these two characteristics become an effort to develop students' cognitive development collaboratively without any pressure.

Exploring the Application of Teacher Leadership Practices in Namibia

The significance for teacher leadership has received great attention, however its application received minimal attention, hence this study explored the application of teacher leadership practices at secondary schools in Namibia. Using a qualitative research approach, the study interviewed forty-five (45) participants who were chosen purposively selected from three (3) secondary schools in Namibia. Key findings revealed that teachers practice leadership roles across six spheres of Kentucky’s teacher leadership model. In Sphere One: teachers lead in the classroom, in Sphere Two: teachers lead through modelling and coaching. Further, in Sphere Three: teachers lead groups and teams; in Sphere Four: teachers lead to increase teachers’ voice and influence, in Sphere Five: teachers leading to professionalise teaching and in Sphere Six: teachers lead to connect the school to the entire community or world.

Towards a Teacher Leadership Model in the Moroccan Dynamic Classroom Environment: Authentic Leadership

The achievement of positive outcomes in the classroom is not solely dependent on the acquisition of subject expertise and a strong foundation in pedagogical understanding but also on the ability to inspire, motivate, and provide guidance to students. The utilization of the Authentic Leadership (AL) model is proposed as a framework to establish a systematic approach for inspiring others and linking the principles of teacher leadership to the core principles of English Language Teaching (ELT). The AL framework comprises two fundamental concepts, namely authenticity and leadership. The distribution of an inquiry to instructors through social media was facilitated by employing a Google Form. A sample of 50 English teachers hailing from various cities in Morocco responded to the questionnaire. Considering the feedback that participants provided, it can be inferred that teachers possess a subconscious understanding of the various dimensions associated with authentic leadership. However, they encounter numerous obstacles when attempting to incorporate these dimensions into their instructional practices within the classroom setting. This study proposes the establishment of an additional tier within the educational framework of Moroccan schools. The primary objective of this tier is to offer a comprehensive program of professional development for teachers, with the aim of enhancing their pedagogical skills as well as their psychological well-being. This would be achieved through the implementation of the AL model in a systematic manner.

Implementation of Teacher Leadership and its Effects on Teachers’ Performance in Secondary Schools

To maximise the effectiveness of secondary school education, teacher leadership has to be implemented to enhance the performance of teachers. Therefore, this paper described some major types of educational leadership that could boost teachers’ performance, and help to provide a superior learning environment for students that will lead the way in secondary school education. This study, which is hinged on the Performance causes Satisfaction and the Managerial Grid theories chose six secondary schools in Oshimili South Local Government (LGA) of Delta State, Nigeria for analysis. The researchers employed a descriptive survey research design with a population and sample size of 111 and 86 respectively, while the questionnaire was used as the instrument for data collection. Bar Charts and simple percentages were used to analyse the data. Findings showed that the attributes of conflict management ability, good role model, and display of humility in teachers’ leadership affect performance significantly, and that there is a correlation between laissez-faire leadership style and teachers’ performance in the sense that this style of leadership negatively impacts on teachers’ performance. Based on the findings, it was concluded that teacher-leaders should vary their approach of leadership to achieve high-performance levels without undermining other teachers’ satisfaction levels. The recommendations include that the Democratic type of leadership by teacher leaders should be encouraged in Secondary schools because it is encompassing; that schools may implement a teacher leadership model as a strategy to downsize and cut costs for the school. In most cases, distributing administration among the teachers could reduce overall personnel costs, among others.

LEADERSHIP COMPETENCIES: A STUDY OF INSERVICE TRAINING OF SCHOOL TEACHERS

This study intended to find out the impact of in-service training on leadership competencies of secondary school teachers. The study was descriptive in nature and survey method was applied for the collection of data. The population contained the Secondary School Teachers and Elementary School Teachers of three tehsils in district Rawalpindi. There were 799 teachers working in three tehsils of Rawalpindi. 260 teachers were selected by using stratified random sampling technique. A questionnaire was developed for teachers which was based on Teacher Leadership Model standards (TLMS, 2011). The study revealed that in service training effects on leadership competencies on secondary school teachers. Findings also exposed that there is significant difference between responses of male and female regarding leadership competencies and there is no significant mean difference between tenure of teachers regarding leadership competencies. Findings would be beneficial for the serving teachers for their leadership competencies through in service training programes. The study recommended that training need analysis of teacher leadership competencies could also be conducted leadership approaches other than teacher leadership model such as distributed leadership, environmental leadership, trait theory, personalsituational theory, exchange theory, humanistic theory, interaction-expectation theory, etc

Exploratory and Confirmatory Factor Analysis on the Values Aspects of Teacher Leadership Model

Teacher leadership is gaining momentum in the school improvement program nowadays. School reformation depends on teacher leaders' ability to implement new approaches and help colleagues develop their skills, values, and expertise. Thus, this study aimed to develop and validate the teacher leadership instrument to measure the aspect of value using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), which has 31 items. The data were analyzed using Statistical Packages for the Social sciences version 22 and Structural Equation Modelling version 20.0. This study was administered to 320 teachers in 19 secondary schools in Kuala Lumpur, Malaysia, using questionnaires. The Exploratory Factor Analysis (EFA) yielded a 29 items three-factor model termed as Being a Consultant (PR), Fostering a Cooperation Culture (MBK), and Leading the Teaching and Learning Process (PPdP). The Confirmatory Factor Analysis yielded 17 items demonstrating three factors that achieved the model fit index, with Chi-squared/degree of freedom (Chisq/df) = 2.541, Tucker-Lewis Index (TLI) = 0.934, Comparative Fit Index (CFI) = 0.944; and Root Mean Square Error of Approximation (RMSEA) = 0.070. The composite reliability and average variance extracted of the domains ranged from 0.54 to 0.57 and 0.85 to 0.89. The study found that the instrument is valid and reliable in measuring the values aspect of teacher leadership models. This model's development can have a huge impact on teachers' leadership training through the teachers' professionalism improvement programs.

Teacher Leadership Factors and Teacher Leadership Model Based on the Six Guiding Principles

The purpose of this study is to explore teachers’ leadership factor and to develop a teacher leadership model based on the six guiding principles proposed. To address the objectives, this study employed a quantitative approach using a descriptive design. A total of 196 respondents; whom are comprised of teachers pursuing their post graduate studies at UPSI, using purposive sampling technique. The exploratory factor analysis and confirmatory factor analysis have been used to obtain construct validity. Data from the survey is used to test and confirm factors expressed in the proposed model. The findings of this study which are tested on future teacher leaders have revealed significant results of the six guiding principles namely; “Leading by facilitating improvements in instructions and students learning’’, “Leading through modelling” ,“Leading through collaborative culture”, “Leading through organisational development” ,“Leading through partnership with the community” and “Leading through exemplary contribution”. The findings of this study provide important information for the undergraduates, lecturers, university administrators, and the community at large regarding to a new teacher leadership model in preparing quality teachers for the future. Besides that, it will broaden the literature on training and development of new teachers. Thus, this study also contribute a new paradigm in the area of teacher leadership.

Teacher Leadership Model: Roles and Values

This project paper aimed at identifying the dimensions for teacher leadership model. The instrument used to measure the dimensions was adapted from Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Moller (2009). This measurement tool consists of 47 items distributed into seven dimensions namely 1) self-awareness, 2) leading change, 3) communication, 4) diversity, 5) instructional proficiency and leadership, 6) continuous improvement, and 7) self-organization. This project paper involved 130 teachers of Mara Junior Science Colleges in the state of Kelantan, Malaysia. Structural Equation Modelling technique was utilized to perform the required statistical analysis of the survey data. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were carried out to substantiate the dimensions used. Based on the EFA and CFA, 4 dimensions are relevant for teacher leadership practice in Malaysian setting with 28 items identified to have high value of validity and reliability. The four dimensions are labelled as 1) self-awareness, 2) communication and change, 3) diversity and instructional proficiency, and 4) organized and continuous improvement. These dimensions could be characterized as values or roles of teacher leaders.

Teacher leaders’ work with peers in a Quasi-formal teacher leadership model

ABSTRACTBuilding on evolving conceptions of teacher leadership in the literature, this article argues that an integration of both positional and empowering elements of teacher leadership are the seeds of an evolved approach to teacher leadership for instructional improvement. Using data from a study of quasi-formal teacher leadership, the research examines how teacher leaders play a positive role in schools and fulfil a series of needs of teachers. However, the constraints of teacher leaders’ instructional authority limits their ability to influence the instructional practices of their peers. The findings clarify the distinction between school-level and individual-level teacher leadership.

Development of Teacher Leadership Guiding Principles in Preparing Teachers for the Future

This paper aims to describe how the researcher develops guiding principles in preparing teacher leaders for the future in Malaysia’s education system. This was done by comparing various literature on established teacher leadership models around the world. The process started with a brainstorm session to list possible indicator in a teacher leadership model. This process listed indicators such as curriculum and instruction, teacher leadership, administrative function, collaboration/sharing expertise and mentoring, practice professional learning for continuous improvement, and professional networking. The literature review conducted showed that although the different leadership models outlined different dimensions, they share some common elements. These elements were used as the research’s provisional guiding principles in an attempt to understand the leadership practices among teachers in Malaysian schools. Each provisional guiding principle was then detailed out in term of values, skills and knowledge associated with it. This will assist the researchers in designing research instruments to assess every guiding principle. In summary, the guiding principles identified are: teaching, learning, assessment and clinical experiences; passion for life-long learning; engage in positive social interactions for professional development and self-fulfillment; competency to adapt to changing technology and its application for teaching and learning, and management; attitude and capability to provide ideas, innovations and manage change through evidence-based practices; and foster continual outreach programmes with diverse communities and capitalize on opportunities through networking to provide a sense of belonging and responsibility to the local and global communities.

Teacher Leadership Concept: A Review of Literature

This article is based on a literature review of teacher leadership studied by local or international researchers. This article was written based on the history of teacher leadership, teacher leadership models and previous studies that have been done locally and internationally. This paper also discusses on the issue pertaining to the teachers' self-awareness on the concept of teacher leadership whereby only teachers who served as principals and headmasters are assumed to have leadership. Further studies are needed to explore the practice of teacher leadership in the school.

Domains of Teachers’ Leadership Knowledge: Comparison between Models

This article compares and synthesize four teacher leadership models to gain the domains of teachers’ leadership knowledge. The domains of teachers’ leadership knowledge that been synthesized are known as knowledge of improvements in instruction and student learning, knowledge of modeling leadership attributes and skills, knowledge of organizational development, knowledge of collaborative culture, knowledge of collaboration with communities and knowledge of referral leader. These domains of knowledge can be used to develop teachers’ leadership knowledge in the future.

Teacher Leaders as Change Agents

We investigated teacher leadership in 18 middle schools in one district engaged in an initiative to scale up Collaborative Strategic Reading (CSR). This mixed-methods analysis found variability in CSR teacher leadership, including the number of hours allotted for release time to support the initiative, the activities teacher leaders enacted, and the support they received. Although findings suggest that the full vision of teacher leadership was difficult to implement at scale, teacher leadership was used to leverage change at several sites. We present a case study of a school that demonstrated collective, shared ownership of both CSR and the teacher leadership model. This study highlights the complexity of defining the expectations and support for a district-funded teacher leader role and raises questions about the need and priorities for the role at every school.

Improving Writing of College-Bound Students with Rubrics: An English Department's Collaborative Journey through Teacher Leadership

ABSTRACTA high school English department collaboratively addressed the issue of college-readiness in writing while utilizing a focused four-phase leadership model to guide their efforts. Although this discussion highlights the strategic use of writing rubrics, it is the intention to share the benefits of using the four phases of collaborative teacher leadership model with a clear path that strategically uncovers instructional problems, identifies solutions, and analyzes data within a sustainable process. This discussion illustrates how the leadership model guided the department in identifying core causes of students' struggles with academic writing and solutions of strategically using writing rubrics to guide students to higher levels of mastery.

Towards a Conceptualization of Dialogic Leadership

In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.

Transformation of Teacher to Teacher Leader: Indian Scenario

The paper discusses the changing roles of teachers, into teacher - leaders in the emerging Indian scenario. It presents teacher leadership model- CID- CONNECT, INFLUENCE, and DEVELOP that can be applied, at various institutes.