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Aim of study – to explore the school's activities director, enabling teachers to leadership. 1. School head teacher leadership enables activities cover five main areas: hiring and firing execution of the strategic plan and annual performance development, financial resources, time and rational human resource development, democratic principles based school management; 2. School director activity enables teachers to leadership manifests itself most private teacher improvement, caring for aesthetic environment, good climate of psychological support, successful adaptation, at least the head of school activities enables teachers to leadership manifests itself in the organization of the training. 3. The evaluation of N school head teachers and teachers' attitudes towards the leadership it became clear that the Head of School is the school leader and encourages teachers to lead (72.5%).

This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning learning performance and academic achievement in Physical Education. A quantitative methodology was implemented, comprising a sample of 447 students attending a school grouping located in the coastal region of central Portugal. In order to verify the nature, the strength and the direction of the relations among the variables, correlation and multiple regression analyses were used. For this, scales already validated and used in other researches were applied. The results show that the learning performance and the academic achievement are significantly associated with teacher leadership styles and teacher-student and student-student pedagogical interaction. A stronger association was obtained with leadership styles, especially the democratic one. It should be mentioned that these factors provide a higher relative contribution to the learning performance than to the academic achievement. The analysis conducted highlights the importance of the democratic teacher leadership style and of the pedagogical interaction established within the classroom towards the improvement of students' ability to understand the gains and the effort made in learning. ; info:eu-repo/semantics/publishedVersion

The continuing professional development (CPD) of teachers has, since the 1980s, become animportant subject in teacher education reform in the world (Ding, 2001). Increasingly, it is being realizedthat teaching is a specialized work and that teachers as developing professionals should reach theirmaturity both in the context and level of their profession through lifelong learning and exploring.

This article presents findings from a case study that describes the ways that four teachers pursuing their master's degree in teacher leadership engaged in leadership activities in their schools. In order to explore this purpose, this study examines two research questions: (1) How do teachers enact leadership in their schools and (2) What complicates or enables teachers' leadership activity? Findings indicate that the norms of the teaching profession including equality and privacy affect teachers' enactment of leadership in their schools. Teacher leaders limit their work based on their knowledge of these norms, their past experiences engaging in leadership, and the culture present in their schools.

"The book shares stories of the role of school leadership in Singapore, with case studies from selected schools, that provides some insights on how Singapore delivers a high-quality education that had led to it achieving high rankings in TIMMS and PISA. This book will provide both the historical and present contexts of changes in the education system, school leadership and teacher leadership in Singapore that made it what it is today. It will distil some universal principles of educational change that school leaders and policy makers can apply in bringing about educational changes that will enhance the learning experiences of students and prepare them for future challenges."--

The purpose of this presentation is to discuss how teacher's leadership can be used as a teaching method in web based language education. The environments that offer online courses provide a wide field for discussion on the contact between teacher and student. My intention is to contribute to the debate on teacher leadership in online courses. In my earlier studies on leadership, I have explored how some religious leaders affected different social movements in Brazil during the military dictatorship (1964-1985). Pruth (2004) by examining the three kinds of legitimacy described by Max Weber I aimed at seeing and analyzing how religious leaders used different teaching methods to explain their messages to ordinary citizens. Thus my research showed how educational leadership is a way to get people to reach their goals. I became interested in the subject teacher's leadership whenI participated in a survey of the teaching methods of language courses in Dalarna University which is funded by the NGL Center of Dalarna University. In this project, we have made interviews with the teachers, undertaken the course plans (in the language department at Dalarna University) and categorized the learning outcomes. A questionnaire was constructed based on the learning outcomes and then either sent out remotely to teachers or completed face to face through interviews. The answers provided to the questionnaires enabled the project to identify many differences in how language teachers interact with their students but also, the way of giving feedback, motivating and helping students, types of class activities and materials used. This made me aware of how teachers use their leadership or not in their teaching. My focus is to look at the relationship between teachers and students as an important part of the development and quality of online courses. The teacher's performance on campus is different from online courses. I want to understand how the contact between teachers and students in online courses develop and look at how students can make use of this contact and what influence the teacher's leadership has on the ability for the students to achieve the goals of their course

With the emergence of previous 'soft skills' such as empathy, emotional intelligence, compassion, and listening as important leadership qualities in the 21st century, there is an increased need to cultivate qualities that have long been suppressed. Humor is one of them. It is not just pleasant for interpersonal relations, but gets absorbed with more eagerness, and has a healthy effect. The 75 stories in Teaching Leadership and Organizational Behavior through Humor deal with issues in a broad scope of settings, making this book not just useful in higher education, but also for coaches, trainers, and students in corporate workshops. Read, smile, laugh, contemplate, and get into action!

More than 7.5 million high school students in the United States participate in organized sport according to a survey conducted by the National Federation of State High School Associations (National Federation of State high School Associations [NFHS], 2010). Athletic participation is the single most popular school-sponsored extracurricular activity, regardless of race, ethnicity, or gender (Miller, Melnick, Barnes, Farrell, & Sabo, 2005; Eccles & Barber, 1999; Eide & Ronan, 2001). With the high popularity of sport participation, the controversy over the effect of athletic participation on academic progress and success continues to linger (Ward, 2008; Marsh, 1993; Miller et al. 2005). Although many of these studies have shown positive correlations between high school athletic participation and academic performance, there still seems to be a question regarding the stigma attached to student athletes and treatment of student-athletes by faculty and non-athlete students; wherein student-athletes are faced with negative stereotypes which depict them as low achievers academically and undeservingly privileged when it comes to academic requirements (Sherman, 1988; Simons, Bosworth, Fujita and Jensen, 2007; Lawrence, Harrison, & Stone, 2009). Bowen & Levin (2005) produced convincing data in their book Reclaiming the Game that highlights certain tensions between academics and athletics. Some of the issues raised in this study relate to the difference in academic preparedness and performance for recruited athletes vs. "walk-ons" in which recruited athletes tend to have more of an advantage when it comes to being admitted despite lower qualifications, and then subsequently demonstrate lower academic performance once they are enrolled.

This paper reports results from a qualitative study that examined perceptions of administrative practiceexpressed by members of a grassroots teacher group committed to the practice of democraticeducation. The group (the Friday Roundtable) was comprised of K-12 public school teachers in ruralAppalachian Ohio who spent considerable time together trying to answer the collective question howcan we be better teachers? A key element of that dialogue involved consideration of increased stateand national pressures that often included educational expectations of their building administrators thatthe teachers perceived as undemocratic. Using case studies of eleven individual teachers situated inboth a Narrative Inquiry and Appreciative Inquiry design, the investigation examines the democraticeducational work of these teachers as they pursue educational equity in their highly-challenged schools.

The purpose of this study was to determine the influence of headteacher

Teacher Perceptions of Systems-Driven Quality Teaching Initiatives by Carol Mullen.

Learning from ethical failures is critical for overall character development as well as an important aspect in the formation of student leaders. This chapter examines types of ethical failure that students often confront in college. The author includes a personal moral failure that occurred when he was a student leader.