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One of the important components involved in teacher coaching is supervisors. Madrasah supervisors are people who are given the task and responsibility of assisting teachers to overcome teaching difficulties and improve the professionalism of teachers in learning. In today's era of education reform and autonomy, guidance on supervisory professionalism is essential in driving education through its basic duties and functions. The main duties of supervisors are as coordinators, consultants, motivators, evaluators, and portray leadership in educational activities. To carry out these basic tasks, the education supervisor should be competent with his/her duties. This research uses a qualitative approach with field research that is ¬descriptive and uses two data sources, namely primary data and secondary data. The data collection techniques used are observation, interview, and documentation. Some of the conclusions obtained in this study, namely: 1) Objective conditions of implementation of the supervision process in strengthening teacher professionalism are carried out in a runout starting from planning, implementation, and evaluation of learning; 2) Supervision efforts in strengthening teacher professionalism, namely by helping teachers make learning planning, present learning, vaccinate learning, manage classes, develop curriculum, evaluate curriculum, and evaluate themselves; 3) Supporting factors and inhibition of the implementation of supervisory professionalism in strengthening teacher professionalism, namely internal and external factors. Internal factors, namely work motivation, dedication, discipline, religious motivation, academic qualifications, and competence. While the external factors are policy, personnel, facilities, and leadership. The factors that become obstacles to the implementation of supervision are the recruitment of supervisors, placement, assignment, empowerment of supervisors, quality and quantity, communication media, the existence of pokjawas, facilities / sectarian, discipline, and work motivation as well as guidelines for the implementation of supervisory duties.

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

Early career teachers (ECTs) are situated in a dynamic contextual landscape that both influences their development and practice and dictates professional expectations for instruction and professional learning. This systematic review of international research literature sought to establish the understanding of teacher induction and mentoring program support of ECTs through the following research questions: 1) which nations and regions are represented in research literature that details formal or programmatic support of ECTs? 2) what international research evidence is there to describe various contextual factors that affect experiences of ECTs? and, 3) how do teacher induction and mentorship programs respond to the various contextual factors affecting ECTs? Upon detailing our review method and sampling procedures, we synthesize the convergences and divergences of the findings within each of the contextual factors. The conceptualization of contextual factors in this review included social, political, cultural, organizational, and personal forces that influence the professional practices of ECTs. Finally, we summarize the review findings in a heuristic model that offers a visual representation of the implications of our findings, and discuss the implications for policy, practice, and future research.

This paper presents a longitudinally replicated and cross-validated path analysis of the relations between students' attitudes in a leadership training program. Attitude toward thefacilitator as a person affects attitude toward the facilitator as a teacher and as a role model, and affects the student's sense of belonging in the group. Acceptance of others affects sense of belonging and feelings of self-acceptance. Attitude toward the class is affected by attitudes toward the facilitator as a role model and by sense of belonging. Willingness to speak out in class is affected by sense of belonging and by feelings of self-acceptance. The use of skills outside of class depends on attitude toward the course. Feelings of mastery depend on the willingness to speak out in the group and on the use of the skills outside of the class.

This qualitative study of teachers in three low-performing elementary schools in Chicago reveals that transformational leadership behaviors were important to teacher motivation, affecting whether they believed that they could improve student performance as the accountability policy required. The findings suggest that principal leadership is critical to turning around low-performing schools. Implications include developing policies to hire principals with proven track records and increasing the capacity of current principals to ensure that they are able to support and motivate teachers in low-performing schools.

"An inspiring business fable that champions leadership for the Everyman From bestselling author Chris Widener comes a compelling new story showing what you give and get when you lead. The story follows down-cast protagonist Mike Keller who, recently separated from his wife and demoted at work, must relocate to a rural factory-town in Texas. There, Mike encounters the deep-rooted traditions of Texas high school football, and in the process learns everything business school didn't teach him about leadership from the most influential man in town--the local high school football coach. Leadership Rules: Highlights the Four Rules of Leadership: You Get What You Expect, You Get What You Model, You Get What You Reward, and You Get What You Work For Advises readers, in an accessible teaching style, on how to tailor the Rules to their own circumstances Includes reflection questions as a tool to guide readers in enriching their work life, family relationships, and social interactions Leadership Rules is an engaging, refreshing tale that imparts leadership lessons easily applied to both work life and your interpersonal relationships."--

Abstract
Numerous research shows us the relationship between the management and process of educational leadership and results in the quality of the educational system internationally at the time of globalisation. That is why we will talk in this article about the commitment that the education system and universities, in particular, have to the constant development and improvement of the quality of teaching and updating of study projects, among others, and above all, of their teachers, as well as what characterises a teacher with leadership and educational leadership in a competitive and globalised system.

In 2013, the Swedish government launched a reform of career services for teachers that introduced förstelärare ('first teacher') as a new category. This article presents results from an ongoing research project about the implementation of the reform in a municipal local context in public schools with attention to leadership practices förstelärare engage in and the impact on the educational leadership of the principals. The theoretical framework for the analysis provides perspectives on the interdependencies between and within different levels and sub-systems in the school organisation through the concepts of nested learning systems and distributed leadership. The main results indicate that the introduction of förstelärare strengthens the idea of distributed leadership through the fact that förstelärare engage in leadership practices mandated by the principals. However, it also challenges existing collegial structures through an increased need for collaboration and interaction among both principals and förstelärare.

Purpose: The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education.Design/methodology/approach: The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007.Findings: The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning.Research limitations/implications: The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects.Practical/implications: The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders.Social/implications: The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race.Originality/value: The paper's value lies in the comprehensive and systematic review of research on school leadership.

Abstract: The burden of maintaining the continuity of education amid Covid-19 pandemic highlights the necessity to increase English as a Foreign Language (EFL) teacher collaboration. This article aims to present a review of literature concerning the benefis and challenges of teacher collaboration, forms of teacher collaboration practices, and the roles of educational leaders in fostering teacher collaboration. Then, it explores possible ways in leveraging online resources to support teachers' collaborative activities. Results of the literature review shows that teachers' collaborative effrts effctively support their professional development and improve students' achievement despite several challenges. Some of the challenges are teachers' lack of time management, inability to provide and receive feedback, inability to appoint collaborative leaders, limited leadership support, defiiency in pedagogical knowledge, and limited technological access and skills. Collaborative practices include peer coaching, pedagogical discussions, sharing of teaching materials, peer observation, pair mentoring, and study groups. Existing literature also shows that the support of educational leaders toward teacher collaboration leads to better teachers' professional development and students' achievement. In addition, the review indicates that online platforms serve as powerful media for collaborative activities. Based on the review of literature, several implications are drawn with regards to the roles of schools, teachers, teacher education institutions, the government, and possibilities for future research.Keywords: Teacher collaboration, New Normal, Online ResourcesAbstrak: Beban menjaga keberlangsungan pendidikan akibat pandemi Covid-19 mengharuskan para guru Bahasa Inggris sebagai bahasa asing untuk meningkatkan kegiatan berkolaborasi. Artikel ini bertujuan untuk menyajikan kajian pustaka mengenai manfaat dan tantangan kolaborasi guru, bentuk-bentuk aktifias dalam kolaborasi guru, dan peran pemimpin institusi/ organisasi pendidikan dalam membina kolaborasi guru. Tulisan ini juga mengeksplorasi berbagai cara yang dapat dilakukan dalam rangka memanfaatkan sumber daya online untuk kegiatan kolaboratif. Hasil tinjauan pustaka menunjukkan bahwa kolaborasi guru efektif dalam pengembangan profesionalisme guru dan peningkatan prestasi siswa walaupun terdapat beberapa tantangan dalam implementasinya. Beberapa tantangan yang dihadapi adalah kurangnya kemampuan guru dalam mengatur waktu, ketidakmampuan dalam memberikan dan menerima umpan balik, ketidakmampuan untuk menunjuk pemimpin dalam kelompokkelompok kolaboratif, terbatasnya dukungan pemimpin, kurangnya pengetahuan pedagogis dan akses terhadap teknologi, serta terbatasnya keterampilan menggunakan teknologi. Bentuk aktifias kolaboratif guru termasuk peer coaching, diskusi mengenai pembelajaran, berbagi bahan pengajaran, peer observation, pair mentoring, dan kelompok belajar. Literatur yang ada menunjukkan bahwa dukungan pemimpin institusi/organisasi pendidikan terhadap kolaborasi guru berdampak pada pengembangan profesional guru dan peningkatan prestasi siswa. Selain itu, pustaka yang ada juga menunjukkan bahwa media online menunjang kegiatan kolaboratif guru. Berdasarkan kajian literatur terhadap kolaborasi guru, disimpulkan beberapa implikasi sehubungan dengan peran sekolah, guru, lembaga pendidikan keguruan, pemerintah, dan kemungkinan arah penelitian ke depan.Kata-kata Kunci: kolaborasi guru, kenormalan baru, media dalam jaringan

AbstractIn 2015, Jean‐Jacques Dordain retired as director general of the European Space Agency (ESA). This is Europe's NASA and includes a host of sovereign nations that differ in language, culture, economics, and politics. As ESA's director general, Dordain pulled together a disparate and often quarreling group of countries and got them moving in the same direction. Billions of dollars were involved in a sequence of large‐scale, complex spaceflights. Successes far surpassed failures. Dordain stated that if there is one area of administration about which ESA could teach the world, it is "that of international cooperation. Very simple—it's because ESA is an institutional cooperation venture." In this Administrative Profile, Dordain comments on the issues he faced in guiding European cooperation as well as relations with the United States and other countries.

This article describes an attempt to use Shakespeare's plays to teach management principles in a leadership course. Henry V and Richard III provided contrasting examples of leadership behavior. Brief synopses of the plays, videos, a quiz, and student group presentations helped to convey the leadership principles in the plays. A survey of student opinion indicated that the preparatory materials aided student understanding, and the plays were well received.

The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers' self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)'s theory of self-efficacy provides the theoretical framework. Results of the study indicate that: 1) regular preschool teachers in Shanghai are young and well-educated, 2) regular preschool teachers in Shanghai exhibit high self-efficacy levels towards inclusion, 3) attitudes of regular preschool teachers towards inclusion in Shanghai are generally positive but mixed with concerns, 4) regular preschool teachers' perceptions of school climate in Shanghai are positive which indicates favorable environmental conditions to implement inclusion, 5) higher self-efficacy levels among preschool teachers in Shanghai are related with more positive teachers' attitudes towards inclusion and 6) more positive teachers' perceptions of school climate are associated with more positive teachers' attitudes towards inclusion. The association between teacher self-efficacy and attitude towards inclusion was not found to be moderated by school climate. However, school climate was found to not only have a direct effect, but also an indirect effect on attitude towards inclusion through teacher self-efficacy (the mediating variable). The Chinese government and education administration are encouraged to enact policies and practices that promote the creation of positive school climate and enhance teachers' self-efficacy levels as this correlational study suggests that both school climate and teacher self-efficacy may impact teacher attitude. Improved attitudes may then lead preschool teachers to utilize inclusive practices potentially benefiting students in Chinese early childhood education settings. Suggestions for further study and limitations of the study are discussed.

The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers' self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)'s theory of self-efficacy provides the theoretical framework. Results of the study indicate that: 1) regular preschool teachers in Shanghai are young and well-educated, 2) regular preschool teachers in Shanghai exhibit high self-efficacy levels towards inclusion, 3) attitudes of regular preschool teachers towards inclusion in Shanghai are generally positive but mixed with concerns, 4) regular preschool teachers' perceptions of school climate in Shanghai are positive which indicates favorable environmental conditions to implement inclusion, 5) higher self-efficacy levels among preschool teachers in Shanghai are related with more positive teachers' attitudes towards inclusion and 6) more positive teachers' perceptions of school climate are associated with more positive teachers' attitudes towards inclusion. The association between teacher self-efficacy and attitude towards inclusion was not found to be moderated by school climate. However, school climate was found to not only have a direct effect, but also an indirect effect on attitude towards inclusion through teacher self-efficacy (the mediating variable). The Chinese government and education administration are encouraged to enact policies and practices that promote the creation of positive school climate and enhance teachers' self-efficacy levels as this correlational study suggests that both school climate and teacher self-efficacy may impact teacher attitude. Improved attitudes may then lead preschool teachers to utilize inclusive practices potentially benefiting students in Chinese early childhood education settings. Suggestions for further study and limitations of the study are discussed.