Over the past 25 years, Lithuania has established a system of education based on humanistic and democratic relationships. In this system, teacher leadership is highly important, as it serves as the basis for school community "reculturisation" and improvement. The aim of the current article is to overview the situation of teacher leadership in Lithuania, emphasising the aspect of teacher cooperation. The three characteristics of Lithuanian teacher leadership that we present demonstrate that teacher cooperation remains a challenge in the country. Teachers are reluctant to discuss and render improvement proposals, and lack experience of teamwork. Nevertheless, it is to be expected that the ongoing project "Time for Leaders," will produce the necessary cultural change required to create a learning network of teachers and establish genuine, open and professional dialogue.
This paper reviews teacher leadership and the concept of teacher driving. Teachers as leaders in the scope of learning need their own abilities in learning management and in terms of building relationships with other educational ecosystems. Based on the results of this paper, it can be concluded that; First, the leadership of the teachers (teacher leadership) is affecting the ability of learners to achieve the learning objectives and be able to establish communications with other educational ecosystems. The role of teacher leadership is as an interactive, consultative, participatory, and controlling figure. The teacher becomes the central figure in the management and implementation of learning. Efficient teacher leadership can be carried out in a democratic style that makes teachers more open in learning and becomes a collaboration space with students so that they can foster harmonization of intimacy. Second, the concept of the driving teacher is the formulation of educational policies that are directed at producing teachers as learning leaders. The characteristics of the driving teacher are designed as future education patrons who carry out learner-centered learning and empower fellow teachers in their area. Substantially, this policy implements a curriculum that is based on the educational philosophy of Ki Hadjar Dewantara where a learning leader must be able to reflect critically to contextualize these philosophical values in local and national contexts.
The extent to which organizational, social, cultural, and leadership contexts within schools support or impede the complexity of emergent leadership as it relates to professional learning communities was investigated in this study. Through in-depth interviews exploring ways in which teacher leadership manifests itself, the ability of teachers to understand their own leadership capacity, and how their emergent leadership influences others, data from this study reshape the notion that schools do not need to reform, but need to transform from traditional schools of teaching into contemporary schools of learning, providing the type of professional knowledge needed to foster 21st century skills for students. Data were collected through one-on-one semi-structured interviews conducted With fourteen teachers from four schools designated as the highest and lowest Title I and Non-Title I schools in a large urban district based on state wide achievement scores. These interview data were analyzed to develop five thematic constructs with sixteen themes. Thematic constructs were also developed to address the four context factors that may support or impede emergent teacher leadership. The findings suggested that teacher leadership has the ability to develop through the process of collaboration which is socially constructed in the context of professional learning communities. Findings further reveal that deep considerations for the ramifications of working within such a complex system as a learning community be made. These considerations include understanding that teacher leadership leads to a shift in decision making from a hierarchical to democratic model, that collaboration builds organizational intelligence, that struggling students are motivators for reflective professional discourse, and that influential peers set the model for this type of intuitive teacher leadership. Implications for further practice and directions for future research are also discussed.
El propósito de la investigación fue determinar la relación entre el estilo de liderazgo de los docentes y el rendimiento académico de los estudiantes del IV ciclo de la Facultad de Administración Hotelera y de Turismo de la Universidad Nacional de Frontera-Perú. La investigación fue de tipo analítico, ambispectivo y de diseño no experimental, transversal, correlacional. La Recolección de datos se realizó a través del uso de técnicas de observación y la encuesta, con sus instrumentos: fichas técnicas de observación y cuestionario; respectivamente. La muestra de estudio estuvo representada por 14 estudiantes. Para el análisis estadístico se empleó las medidas de tendencia central como es la media aritmética, la varianza y la desviación estándar. Además, se empleó la estadística inferencial, el coeficiente Rho de Spearman, para medir la correlación entre la variable de liderazgo del docente y el rendimiento académico de los estudiantes. Los resultados arrojaron que los docentes aplican el estilo de liderazgo democrático obteniendo en los estudiantes un rendimiento académico promedio de 13.26 como aceptable y el coeficiente Rho = -0.44 que indica la existencia de una correlación media negativa entre las variables en estudio. Palabras Clave: Liderazgo, rendimiento académico, coeficiente Rho. Referencias [1]R. A. P. Vidal, «El liderazgo y su relación con el rendimiento académico. Universidad del Bio Bio,» Chillan, 2008. [2]M. B. Castro, «El liderazgo docente y el rendimiento académico en el área de persona, familia y relaciones humanas de los alumnos en la I.E. 5117, Jorge Portocarrero Rebaza. Ventanilla, 2014,» Lima, 2015. [3]F. A. G. Contreras, . E. Navarrete Andrade y W. Suárez Amaya, «Aproximación a los fundamentos teóricos del liderazgo auténtico.,» Revista Venezolana deGerencia, vol. 22, nº 77, pp. 36-55, 2017. [4]C. Fernández y N. Quintero, «Liderazgo transformacional y transaccional en emprendedores venezolanos.,» Revista Venezolana de Gerencia, vol. 22, nº 77,pp. 56-74. [5]L. P. Rejas, C. Araneda Guirriman, A. Bernasconi y P. Viancos, «Liderazgo, cultura académica y calidad de las universidades: aproximación conceptual y relaciones.,» Revista Venezolana de Gerencia, vol. 23, nº 1, pp. 184 - 199., 2018. [6]L. A. Montoya, O. Luna Monterrosa, S. Navarro Lobo y B. Salas Muñoz, «Estilos de liderazgo de la alta dirección en industrias exportadoras de Barranquilla,»Revista Venezolana de Gerencia, vol. 24, nº 86, pp. 575-591., 2019. [7]D. M. E. Barbosa y A. Hurtado Ayala, «Influencia de los estilos de liderazgo en el desempeño de las empresas exportadoras colombianas,» Estudios Gerenciales, vol. 32, p. 137–145, 2016. [8]J. Zuzama, «Estilos de liderazgo según Kurt Lewin y análisis de un caso real,» 2017. [9]O. Gonzáles y L. Gonzáles, «Impacto del estilo de liderazgo del docente universitario en el rendimiento académico del estudiante,» Revista Multiciencias, vol.14, nº 04, pp. 401-409, 2014. [10]Y. Alvarado, A. T. Prieto Sánchez y D. Betancourt, «Liderazgo y motivación en el ambiente educativo universitario,» Revista Electrónica "Actualidades Investigativas en Educación",, vol. 9, nº 3, pp. 1-18, 2009. [11]G. P. Ortega, L. Guarín Herrera y G. Romo Morales, «Liderazgo transformacional en los docentes universitarios desde la perspectiva estudiantil. Estudio decaso: universidad nacional de Colombia, sede Medellín, » SABER, CIENCIA Y Libertad, vol. 10 , nº 1, pp. 203-2018, 2015. [12]G. Y. A. Tirado, «Liderazgo docente y disciplina en el aula,» Quetzaltenango, Guatemala, 2014. [13]L. K., «Experiments in social space,» pp. 71-83, 1939. [14]J. M. V. Vergés, Función directiva, España: Universitat Autònoma de Barcelona, 1999. [15]J. B. S. Reyes y . L. Barraza Barraza, «Percepciones sobre liderazgo,» Revista Ra Ximhai, vol. 11, nº 4, pp. 161-170, 2015. [16]M. Villalva y Isidro Fierro, «El liderazgo democrático: Una aproximación conceptual,» INNOVA Research Journal, vol. 2, nº 4, pp. 155-162, 2017. [17]P. L. Vera, L. R. Trelles Pozo y M. M. Mogollón Taboada, «Asertividad y rendimiento académico en estudiantes de la facultad de ciencias administrativas de la Universidad Nacional de Piura,» UCV-SCIENTIA, vol. 11, nº 1, pp. 13-20, 2019. [18]K. Perez, «Influencia de la función ejecutiva en el rendimiento académico de estudiantes universitarios. Caso Fundación Universitaria Tecnológico Comfenalco, » Revista Espacios, vol. 40, nº 8, p. 7, 2019. [19]R. A. A. Sauceda y Á. E. Rafael Sánchez, , «Estrategias de aprendizaje y rendimiento académico universitario: Una mirada desde los estudiantes de tecnológicos públicos,» Revista Venezolana de Gerencia, vol. 24, nº 87, pp. 938-953., 2019. [20]M. E. G. Salinas, «Factores Socioeconómicos y pedagógicos que inciden en el Rendimiento académico en estudiantes de la carrera de Ciencias Sociales, UNAM - CUR Matagalpa, durante el I semestre, 2008,» 2010. [21]M. J. C. López, A. Llanes Castillo, A. A. Peña Maldonado y . J. Cruz Casados, «Estrategias para potenciar el aprendizaje y el rendimiento académico en estudiantes universitarios,» Revista Venezolana de Gerencia, vol. 25, nº 90, pp. 579-594, 2020. [22]R. Martelo, I. Jiménez Pitre y P. M. Martelo, «). Incidencia de las redes sociales en el rendimiento académico de los estudiantes de la universidad de La Guajira (Colombia),» Revista Espacios, vol. 38 , nº 45, p. 24, 2017. [23]E. G. D. Caballero y A. Contreras Orozco, «Estilos de vida y rendimiento academico de adolescentes escolarizados del departamento de Sucre. Colombia,» Espacios, vol. 41, nº 11, p. 28, 2020. [24]M. Custodio, C. Espinoza , C. Baltazar, . R. Montalvo S. Ochoa y R. Peñaloza, «Rendimiento académico de estudiantes de medicina humana según modalidadde admisión en la Universidad Nacional del Centro del Perú,» Espacios, vol. 41, nº 9, p. 24, 2020. [25]M. Rezazadeh y M. Tavakoli, «Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of IranianEFL University Students,» English Language Teaching, vol. 2, nº 4, pp. 68-74, 2014. [26]E. Coneo, C. Martínez y E. Amed, «Atención visual y auditiva y su relación con el rendimiento académico en estudiantes de secundaria,» Espacios, vol. 40, nº 19, p. 29, 2019. [27]M. Redondo y L. Jiménez, «Autoconcepto y rendimiento académico en estudiantes de secundaria en la ciudad de Valledupar-Colombia,» Espacios, vol. 41, nº9, p. 17, 2020. [28]P. Torres, «Acerca de los enfoques cuantitativo y cualitativo en la investigación educativa cubana actual,» Revista científico pedagógica, vol. 2, nº 34, pp.1-5, 2016. [29]R. Hernández, Metodología de la Investigación, México: Mc Graw-Hill, 2006. [30]S. Ross, Introducción a la Estadística. Reimpresión, Barcelona. España: Editorial Reverté S.A. , 2008. [31]J. Acuña, «Autoestima y Rendimiento Académico de los estudiantes del X Ciclo 2012 - II de la Escuela Académica Profesional de Educación Primaria y problemas de aprendizaje de la Universidad Nacional José Faustino Sánchez Carrión – Huacho.,» Huacho, 2013. [32]J. Domínguez y . C. Tamayo, «Intervenciones educativas con estrategias didácticas bajo el enfoque Sociocognitivo orientadas al desarrollo del aprendizaje en los estudiantes de Educación Básica regular de Perú.,» Chimbote, 2011. [33]F. Chávez, «El liderazgo personal e interpersonales docentes y estudiantes de enfermería de la U.N.M.S.M,» Lima, 2007. [34]A. Mondragón, «Uso de la correlación de Spearman en un estudio de intervención en fisioterapia.,» Rev. Mov. Cient., vol. 8, nº 1, pp. 98-104, 2015. [35]L. Suarez, «Desempeño docente y rendimiento académico en el área de matemáticas en la I.E. Carlos J.Arosemena Tola del cantón de la provincia del Guayas Ecuador 2018"» 2018. [36]J. L. L. Castilla, «La Enseñanza Universitaria, los Recursos Didácticos y el Rendimiento Académico de los estudiantes de la E.A.P de Educación de la Universidad Nacional Mayor de San Marcos,» 2012. [37]V. Martínez, « Factores condicionantes del rendimiento escolar y perfil de alumnos con alto rendimiento.,» Madrid. España, 1997. [38]C. Muñoz y J. Guzmán, «Calidad docente e insumos físicos de las escuelas como factores del rendimiento escolar en educación primaria.,» México, 1991. ; The purpose of the research was to determine the relationship between the leadership style of the teachers and the academic performance of the students of the IV cycle of the Faculty of Hotel and Tourism Administration of the National University of Frontera-Peru. The research was analytical, ambispective and of a non-experimental, cross-sectional, correlational design. The data collection was carried out through the use of observation techniques and the survey, with its instruments: technical observation sheets and questionnaire; respectively. The study sample was represented by 14 students. For the statistical analysis, the measures of central tendency were used, such as the arithmetic mean, the variance and the standard deviation. In addition, inferential statistics, Spearman's Rho coefficient, was used to measure the correlation between the teacher leadership variable and the students' academic performance. The results showed that the teachers apply the democratic leadership style, obtaining in the students an average academic performance of 13.26 as acceptable and the coefficient Rho = -0.44, which indicates the existence of a negative mean correlation between the variables under study. Keywords: Leadership, academic performance, Rho coefficient. References [1]R. A. P. Vidal, «El liderazgo y su relación con el rendimiento académico. Universidad del Bio Bio,» Chillan, 2008. [2]M. B. Castro, «El liderazgo docente y el rendimiento académico en el área de persona, familia y relaciones humanas de los alumnos en la I.E. 5117, Jorge Portocarrero Rebaza. Ventanilla, 2014,» Lima, 2015. [3]F. A. G. Contreras, . E. Navarrete Andrade y W. Suárez Amaya, «Aproximación a los fundamentos teóricos del liderazgo auténtico.,» Revista Venezolana deGerencia, vol. 22, nº 77, pp. 36-55, 2017. [4]C. Fernández y N. Quintero, «Liderazgo transformacional y transaccional en emprendedores venezolanos.,» Revista Venezolana de Gerencia, vol. 22, nº 77,pp. 56-74. [5]L. P. Rejas, C. Araneda Guirriman, A. Bernasconi y P. Viancos, «Liderazgo, cultura académica y calidad de las universidades: aproximación conceptual y relaciones.,» Revista Venezolana de Gerencia, vol. 23, nº 1, pp. 184 - 199., 2018. [6]L. A. Montoya, O. Luna Monterrosa, S. Navarro Lobo y B. Salas Muñoz, «Estilos de liderazgo de la alta dirección en industrias exportadoras de Barranquilla,»Revista Venezolana de Gerencia, vol. 24, nº 86, pp. 575-591., 2019. [7]D. M. E. Barbosa y A. Hurtado Ayala, «Influencia de los estilos de liderazgo en el desempeño de las empresas exportadoras colombianas,» Estudios Gerenciales, vol. 32, p. 137–145, 2016. [8]J. Zuzama, «Estilos de liderazgo según Kurt Lewin y análisis de un caso real,» 2017. [9]O. Gonzáles y L. Gonzáles, «Impacto del estilo de liderazgo del docente universitario en el rendimiento académico del estudiante,» Revista Multiciencias, vol.14, nº 04, pp. 401-409, 2014. [10]Y. Alvarado, A. T. Prieto Sánchez y D. Betancourt, «Liderazgo y motivación en el ambiente educativo universitario,» Revista Electrónica "Actualidades Investigativas en Educación",, vol. 9, nº 3, pp. 1-18, 2009. [11]G. P. Ortega, L. Guarín Herrera y G. Romo Morales, «Liderazgo transformacional en los docentes universitarios desde la perspectiva estudiantil. Estudio decaso: universidad nacional de Colombia, sede Medellín, » SABER, CIENCIA Y Libertad, vol. 10 , nº 1, pp. 203-2018, 2015. [12]G. Y. A. Tirado, «Liderazgo docente y disciplina en el aula,» Quetzaltenango, Guatemala, 2014. [13]L. K., «Experiments in social space,» pp. 71-83, 1939. [14]J. M. V. Vergés, Función directiva, España: Universitat Autònoma de Barcelona, 1999. [15]J. B. S. Reyes y . L. Barraza Barraza, «Percepciones sobre liderazgo,» Revista Ra Ximhai, vol. 11, nº 4, pp. 161-170, 2015. [16]M. Villalva y Isidro Fierro, «El liderazgo democrático: Una aproximación conceptual,» INNOVA Research Journal, vol. 2, nº 4, pp. 155-162, 2017. [17]P. L. Vera, L. R. Trelles Pozo y M. M. Mogollón Taboada, «Asertividad y rendimiento académico en estudiantes de la facultad de ciencias administrativas de la Universidad Nacional de Piura,» UCV-SCIENTIA, vol. 11, nº 1, pp. 13-20, 2019. [18]K. Perez, «Influencia de la función ejecutiva en el rendimiento académico de estudiantes universitarios. Caso Fundación Universitaria Tecnológico Comfenalco, » Revista Espacios, vol. 40, nº 8, p. 7, 2019. [19]R. A. A. Sauceda y Á. E. Rafael Sánchez, , «Estrategias de aprendizaje y rendimiento académico universitario: Una mirada desde los estudiantes de tecnológicos públicos,» Revista Venezolana de Gerencia, vol. 24, nº 87, pp. 938-953., 2019. [20]M. E. G. Salinas, «Factores Socioeconómicos y pedagógicos que inciden en el Rendimiento académico en estudiantes de la carrera de Ciencias Sociales, UNAM - CUR Matagalpa, durante el I semestre, 2008,» 2010. [21]M. J. C. López, A. Llanes Castillo, A. A. Peña Maldonado y . J. Cruz Casados, «Estrategias para potenciar el aprendizaje y el rendimiento académico en estudiantes universitarios,» Revista Venezolana de Gerencia, vol. 25, nº 90, pp. 579-594, 2020. [22]R. Martelo, I. Jiménez Pitre y P. M. Martelo, «). Incidencia de las redes sociales en el rendimiento académico de los estudiantes de la universidad de La Guajira (Colombia),» Revista Espacios, vol. 38 , nº 45, p. 24, 2017. [23]E. G. D. Caballero y A. Contreras Orozco, «Estilos de vida y rendimiento academico de adolescentes escolarizados del departamento de Sucre. Colombia,» Espacios, vol. 41, nº 11, p. 28, 2020. [24]M. Custodio, C. Espinoza , C. Baltazar, . R. Montalvo S. Ochoa y R. Peñaloza, «Rendimiento académico de estudiantes de medicina humana según modalidadde admisión en la Universidad Nacional del Centro del Perú,» Espacios, vol. 41, nº 9, p. 24, 2020. [25]M. Rezazadeh y M. Tavakoli, «Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of IranianEFL University Students,» English Language Teaching, vol. 2, nº 4, pp. 68-74, 2014. [26]E. Coneo, C. Martínez y E. Amed, «Atención visual y auditiva y su relación con el rendimiento académico en estudiantes de secundaria,» Espacios, vol. 40, nº 19, p. 29, 2019. [27]M. Redondo y L. Jiménez, «Autoconcepto y rendimiento académico en estudiantes de secundaria en la ciudad de Valledupar-Colombia,» Espacios, vol. 41, nº9, p. 17, 2020. [28]P. Torres, «Acerca de los enfoques cuantitativo y cualitativo en la investigación educativa cubana actual,» Revista científico pedagógica, vol. 2, nº 34, pp.1-5, 2016. [29]R. Hernández, Metodología de la Investigación, México: Mc Graw-Hill, 2006. [30]S. Ross, Introducción a la Estadística. Reimpresión, Barcelona. España: Editorial Reverté S.A. , 2008. [31]J. Acuña, «Autoestima y Rendimiento Académico de los estudiantes del X Ciclo 2012 - II de la Escuela Académica Profesional de Educación Primaria y problemas de aprendizaje de la Universidad Nacional José Faustino Sánchez Carrión – Huacho.,» Huacho, 2013. [32]J. Domínguez y . C. Tamayo, «Intervenciones educativas con estrategias didácticas bajo el enfoque Sociocognitivo orientadas al desarrollo del aprendizaje en los estudiantes de Educación Básica regular de Perú.,» Chimbote, 2011. [33]F. Chávez, «El liderazgo personal e interpersonales docentes y estudiantes de enfermería de la U.N.M.S.M,» Lima, 2007. [34]A. Mondragón, «Uso de la correlación de Spearman en un estudio de intervención en fisioterapia.,» Rev. Mov. Cient., vol. 8, nº 1, pp. 98-104, 2015. [35]L. Suarez, «Desempeño docente y rendimiento académico en el área de matemáticas en la I.E. Carlos J.Arosemena Tola del cantón de la provincia del Guayas Ecuador 2018"» 2018. [36]J. L. L. Castilla, «La Enseñanza Universitaria, los Recursos Didácticos y el Rendimiento Académico de los estudiantes de la E.A.P de Educación de la Universidad Nacional Mayor de San Marcos,» 2012. [37]V. Martínez, « Factores condicionantes del rendimiento escolar y perfil de alumnos con alto rendimiento.,» Madrid. España, 1997. [38]C. Muñoz y J. Guzmán, «Calidad docente e insumos físicos de las escuelas como factores del rendimiento escolar en educación primaria.,» México, 1991.
This study examines the relationship between head teacher leadership style and mathematics student's academic performance in Abi local government area of Cross river state, Nigeria. Three null hypothesis were formulated to guide the study. A random stratified sampling technique was used to select or sample one hundred and ninety (190) students and ten (10) head teachers from the population of the study. Two instruments were developed for data collection known as Head Teacher Leadership Style Questionnaire (HTLSQ) and mathematics achievement test (MAT). Pearson product moment correlation coefficient (PPMCC) was used to analyze all the three null hypothesis. The findings revealed that: there is a significant positive relationship between democratic leadership style and student's academic performance and there is no significant relationship between laissez fair leadership style and student's academic performance. It was concluded that head teacher leadership style influence student's academic performance. It was therefore recommended that head teachers should undergo in-service training on leadership style of administration of schools and as a matter of concern use mostly the democratic leadership style.Keywords: head teacher, leadership, democratic, laissez fair, academic performances
This paper is drawn from a mixed methods study, which examined the leadership practices of teachers in the Level Three Classroom Teachers program in Western Australia. Three archetypal characters, the Torch Bearer, Weary Juggler, and Heckler, are used to represent the diverse leadership experiences of these "expert" teachers and the extent to which they embraced or resisted policy constructions of teacher leadership. Narrative analysis and the construction of these representations provided the means of inserting teachers' voices and problematizing dominant discourses on teacher leadership in a way that invites policymakers to reconsider the larger narrative of teacher leadership, along with the personal dimension of leadership work. LE PORTEUR DE FLAMBEAU, LE JONGLEUR ÉPUISÉ ET LE CHAHUTEUR : REPRÉSENTATIONS DU LEADERSHIP ENSEIGNANT Cet article présente des données recueillies grâce à une variété de méthodes dans le cadre d'une recherche explorant les pratiques de leadership d'enseignants oeuvrant en classes Level Three, en Australie occidentale. Trois archétypes sont utilisés pour représenter les différentes expériences de leadership de ces enseignants « experts » et la manière dont ils se sont engagés ou ont résisté au développement de politiques en leadership enseignant : le Porteur de flambeau (Torch Bearer), le Jongleur épuisé (Weary Juggler) et le Chahuteur (Heckler). L'analyse narrative et l'élaboration de ces représentations ont permis d'intégrer les points de vue des enseignants et de faire ressortir les problématiques présentes dans les discours dominants sur le leadership enseignant. Par conséquent, les responsables de l'élaboration de politiques sont invités à reconsidérer leur conception globale du leadership enseignant, ainsi que la dimension personnelle des efforts de leadership. ; Cet article présente des données recueillies grâce à une variété de méthodes dans le cadre d'une recherche explorant les pratiques de leadership d'enseignants oeuvrant en classes Level Three, en Australie occidentale. Trois archétypes sont utilisés pour représenter les différentes expériences de leadership de ces enseignants « experts » et la manière dont ils se sont engagés ou ont résisté au développement de politiques en leadership enseignant : le Porteur de flambeau (Torch Bearer), le Jongleur épuisé (Weary Juggler) et le Chahuteur (Heckler). L'analyse narrative et l'élaboration de ces représentations ont permis d'intégrer les points de vue des enseignants et de faire ressortir les problématiques présentes dans les discours dominants sur le leadership enseignant. Par conséquent, les responsables de l'élaboration de politiques sont invités à reconsidérer leur conception globale du leadership enseignant, ainsi que la dimension personnelle des efforts de leadership.
The leadership of the head seems to greatly affect the success of the learning process in schools. One factor in the success of learning is the quality of teacher performance. This study aims to determine the principal's leadership in improving teacher performance. The method used in this study is a systematic literature review. Data collection was carried out by searching for journals with a range of 2016 to 2020 relating to teacher leadership and performance. The articles used are sourced from Garuda Research, Technology and Higher Education accredited by SINTA. The results showed that of the 329 articles related to the variables studied were 8 articles and showed that to improve teacher performance the principal's leadership applied discipline methods, providing motivation, work coaching/development, giving rewards, controlling and supervising teacher performance, and leadership. principals in improving teacher performance are using democratic leadership types, good communication and charisma. Suggestions for principals when improving teacher performance should be principals not only from competence but also by using a leadership style that prioritizes deliberation.
The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership ...
The Ministry of Education Malaysia dynamically and drastically made the subject of History mandatory to be in force in 2013. This is in recognition of the nation's heritage and treasures in maintaining true facts and information for future generations of the State. History reveals the civilization of a nation and the fact of national cultural heritage. Civilization needs to be preserved as a legacy of sovereign heritage. Today's generation is the catalyst for future heirs who will support the principle and direction of the country. In line with the National Education Philosophy that aims to shape the potential development of individuals holistically and uniquely in order to produce a balanced and harmonious student in terms of intellectual, spiritual, emotional and physical. Hence, understanding the importance of studying the history subject as a pillar of identity and the history of nationhood is to be a priority in the pursuit of knowledge and empowering the spirit of statehood that is nurtured through continuous learning at school. Judging from the aspect of teacher leadership role in integrating history in a combined way based on Teacher Education Philosophy. It empowers the teaching profession towards the teacher to support noble character. It also supports progressive and scientific views. Teachers are willing to uphold the State's aspirations and celebrate the country's cultural heritage. They guarantee individual development and maintain a united, democratic, progressive and disciplined society. Teacher's role as a change and leadership agent in education begins in the classroom through formal or informal educational processes. This situation is expanded in schools, communities and countries. The focus of this paper is on the role of teacher leadership influencing the effectiveness of teaching and learning history in the classroom environment. Leadership guides to teachers' perceptions on the role of teacher leadership, teaching leadership, and the teacher leadership role and effective teacher leadership ...
Problem Statement: This research aims to understand the relative contribution of leadership styles and teacher-student and student-student pedagogical interaction concerning the learning performance and academic achievement in physical education. Research Questions: Are the teacher leadership style and the teacher-student and student-student pedagogical interaction related to the learning performance and academic achievement in physical education in basic schooling? Purpose of Study: There are several factors that contribute for the explanation of learning outcomes, namely teacher leadership styles in the classroom, as well as teacher-student and student-student pedagogical interactions. These factors are considered to be essential in the teaching-learning process and in the subsequent improvement of educational outcomes. Research Methods: A quantitative methodology was implemented, comprising a sample of 447 students attending a School Grouping located in the Central Region of 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. Findings: 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. Conclusions: This study sought to deepen the understanding of the explanatory factors of academic success concerning the teaching-learning process in physical education. 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
In this era of increased accountability and increased pressure to improve our public schools, elementary school leaders, working to meet the provisions of the No Child Left Behind Act (NCLB) of 2001, are focusing on developing effective leadership behaviors as they face the complex challenges of meeting organizational goals within their elementary schools and maintaining or increasing staff satisfaction. Leadership behavior has long been of interest in industry, business, military, and the government; on the whole, research shows that focusing on social factors such as morale, group interaction, and supportive relationships has a strong effect on productivity and success. The literature suggests that a relationship exists between leadership behavior and staff morale and job satisfaction. It hypothesizes that principals who consciously practice transformational leadership behaviors have a positive impact on the morale and productivity of their teachers. This study explores the soundness of the hypothesis and provides data for school leaders who strive to develop innovative leadership styles that will empower their teachers and improve morale. This study was conducted to determine if a statistically significant relationship exists between the principal's perceived leadership behaviors and teachers' morale. The two questionnaires used were the Excellent Principal Inventory and the Purdue Teacher Opinionnaire. Leadership behavior clearly impacts teacher morale, and a positive relationship between leadership behavior and teacher morale is evident in several areas. These findings support that teacher morale can be predicted on the basis of the leadership style asserted by the principal. Principals who use a participatory style of leadership are more likely to have more satisfied and productive teachers than principals who use an autocratic style of leadership.
WOS: 000416067100009 ; The purpose of this research study is to determine the relationship between leadership behaviors and learner autonomy support behaviors of primary and secondary education teachers. The study was designed in the survey model. The sample of the study was comprised of 338 teachers working in the province of Afyonkarahisar, Turkey, who were selected by using disproportionate cluster sampling technique. Data were collected through Teacher Leadership Scale' and 'Learner Autonomy Support Behaviors' Scale. The Teacher Leadership Scale consists of three subscales, which are collaboration among colleagues, institutional improvement, and professional improvement. The Learner Autonomy Support Scale consists of three sub-dimensions, which are feeling and thinking support, learning process support and evaluation support. Both scales reveal the views of teachers concerning the necessity and exhibition of their behaviors. Descriptive statistics, t-test, ANOVA and Pearson correlation coefficient were used to analyze the data. Based on the findings, teachers' level of exhibiting leadership behaviors and learner autonomy support behaviors were higher than they considered such behaviors to be necessary. Teachers considered that, out of teacher leadership sub-dimensions, professional improvement was believed to be the highest for both necessity and exhibition parts. This sub-dimension was followed by the collaboration among colleagues, and institutional improvement. The feeling and thinking support sub-dimension of autonomy support was the one deemed to be the most necessary and the most exhibited. This was followed by learning process support and evaluation support. There were also significant relationships between teacher leadership and learner autonomy support behaviors of teachers. In the study, such recommendations as creating a democratic school atmosphere for increasing the teacher leadership and learner autonomy support behaviors of teachers, supporting personal growth efforts, encouraging the collaboration among colleagues, and enabling them to involve in decision-making processes have been presented.
WOS: 000416067100009 ; The purpose of this research study is to determine the relationship between leadership behaviors and learner autonomy support behaviors of primary and secondary education teachers. The study was designed in the survey model. The sample of the study was comprised of 338 teachers working in the province of Afyonkarahisar, Turkey, who were selected by using disproportionate cluster sampling technique. Data were collected through Teacher Leadership Scale' and 'Learner Autonomy Support Behaviors' Scale. The Teacher Leadership Scale consists of three subscales, which are collaboration among colleagues, institutional improvement, and professional improvement. The Learner Autonomy Support Scale consists of three sub-dimensions, which are feeling and thinking support, learning process support and evaluation support. Both scales reveal the views of teachers concerning the necessity and exhibition of their behaviors. Descriptive statistics, t-test, ANOVA and Pearson correlation coefficient were used to analyze the data. Based on the findings, teachers' level of exhibiting leadership behaviors and learner autonomy support behaviors were higher than they considered such behaviors to be necessary. Teachers considered that, out of teacher leadership sub-dimensions, professional improvement was believed to be the highest for both necessity and exhibition parts. This sub-dimension was followed by the collaboration among colleagues, and institutional improvement. The feeling and thinking support sub-dimension of autonomy support was the one deemed to be the most necessary and the most exhibited. This was followed by learning process support and evaluation support. There were also significant relationships between teacher leadership and learner autonomy support behaviors of teachers. In the study, such recommendations as creating a democratic school atmosphere for increasing the teacher leadership and learner autonomy support behaviors of teachers, supporting personal growth efforts, encouraging the collaboration among colleagues, and enabling them to involve in decision-making processes have been presented.
Globally, there is a political and social consensus that teacher education is a key priority for the twenty-first century. However, studies have so far paid little attention to a crucial issue, namely, leadership in teacher education. This chapter contributes to discussion on transforming teacher education practices by focusing on leadership practices in a particular Finnish teacher education department. Adopting a subject-centred sociocultural approach, we elaborate the main challenges, insights, and lessons learned, as perceived by the four leaders of the department, in efforts to move towards more innovative and collaborative practices. We argue that teacher education leaders currently require competencies to support professional agency and to lead the identity work of their staff. In addition, leaders need the resources to build collective leadership practices while renegotiating their own professional identities. Overall, we highlight the importance of what we term collective agency-promoting leadership in developing teacher education practices. ; peerReviewed
