Transitioning from Educator to Educational Leader

This study aimed to identify the ability of the educational leader to apply the principle of participation in decision-making and its impact on the achievement of the educational institution's objectives effectively from the point of view of teachers in the Zarqa Directorate (First) of Education and used the study method descriptive-analytical and the study tool (questionnaire) where it was distributed to a random sample of (110) teachers belonging to the Zarqa Directorate (First) of Education. The study found that the participation of educational leaders in decision-making received an average (2.84 out of 5) verbal (intermediate) ratings, and at the level of fields; Community decision-making average (2.90), teacher participation in decision-making for teachers themselves averaged (2.81) and finally teacher participation in decision-making on the teaching curriculum and teaching methods (2.72), all of which are estimated (2.84), and based on the results, the study recommended the need for teachers to participate in decision-making within educational institutions, which reflects positively on the work of the performance of the institution and improve the type of style possessed by the leader in the institution.

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Teacher Training and Digital Paths

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch029 ◽

2018 ◽

pp. 657-675

Author(s):

Pierpaolo Limone ◽

Rosaria Pace

Keyword(s):

Teacher Training ◽

Technological Innovation ◽

Learning Resources ◽

Primary Role ◽

Educational Leader ◽

Educational Structure ◽

Blended Courses ◽

School Innovation ◽

The University

Innovative practices in schools are the outcome of a combination of factors, including the teacher's primary role in directing methodological and technological innovation. In order to make this happen, the teacher – as an expert and educational leader – needs a repertoire of specific skills that allow for critical and situated adoption of tools, processes and learning resources. This paper describes the educational structure and features of some online and blended courses intended for initial and continuous teacher training. These courses are designed to support teachers in acquiring strategic competences for their work. Starting from the experience of the University of Foggia, the authors intend to offer their perspective on the prominence of teacher training within the framework of school innovation.

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Educational Leadership for Enhancing Quality in Teacher Education

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch075 ◽

2016 ◽

pp. 1632-1654

Author(s):

Neeta Baporikar

Keyword(s):

Teacher Education ◽

Educational Leadership ◽

Business Leader ◽

Separate Entity ◽

Educational Leader ◽

Educational Aims ◽

Theories Of Leadership ◽

Special Case ◽

Central Purpose

Educational leadership refers to the process of soliciting and managing the capacities and vitalities of teachers, pupils and parents toward achieving common educational aims. Educational leadership also refers to an individual or group of people who are in charge and lead schools, institutions, programmes and students. The development of leadership as a separate entity goes some way in arguing that an effective educational leader will share much of the same characteristics as a successful business leader. If one sees leadership as a distinct vocation, then one can see that many of the skills and traits are transferable. However, education is a special case, because teaching students has to be the central purpose that educational leadership must reflect. Hence, even if it is drawn from various existent theories of leadership, yet the success is dependent on how much it would enhance the quality of teacher education. The overall mission of this valuable study is to aid researchers in recognizing and understanding the need of educational leadership for enhancing the quality of teacher education.

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Leadership Dynamics in Higher Education Institutions in India

Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4141-8.ch017 ◽

2020 ◽

pp. 309-331

Author(s):

Siran Mukerji ◽

Purnendu Tripathi ◽

Anjana Anjana

Keyword(s):

Higher Education ◽

Higher Education Institutions ◽

Student Mobility ◽

Multiple Roles ◽

Ethical Challenges ◽

Educational Leader ◽

Centers Of Excellence ◽

Factors Affecting ◽

Vice Chancellor ◽

Major Factors

The network of higher education institutions (HEIs) has grown at a phenomenal rate in post-independence India and poses wide-ranging challenges for educational leadership. There are other important factors that impinge on the functioning of educational leader who is not only a principal, a president, or a vice chancellor. In fact, he or she is an educational leader encompassing multiple roles. The chapter elucidates the present higher education scenario of India. It portrays the nature and extent of internal and external student mobility and the challenges posed therein. It identifies the major factors affecting the HEIs and their employees in the present changing realm by way of a study conducted in the HEIs and highlights the ethical challenges faced by the educational leaders in promoting and transforming the institutions to centers of excellence.

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Bilingualism and testing: A special case of bias. G. Valdes and R. Figueroa. Norwood, NJ: Ablex, 1994. Pp. 255.

Applied Psycholinguistics ◽

10.1017/s0142716400232074 ◽

2000 ◽

Vol 21 (2) ◽

pp. 290-296

Author(s):

Evangeline Harris Stefanakis

Keyword(s):

United States ◽

Special Education ◽

Standardized Testing ◽

Standardized Tests ◽

The United States ◽

Minority Population ◽

Bilingual Students ◽

School Age ◽

Educational Leader ◽

Special Case

Guadalupe Valdes and Richard Figueroa carefully and clearly craft an argument for why bilingualism and testing constitute a special case of bias that continues to have serious consequences for today's school-age minority population in the United States. This argument could not be more timely, given the drive in the United States for standards and a rising wave of state-mandated standardized testing programs for all students, including bilinguals. Perhaps a summary of this book should be on the desk of every educational leader and policymaker charged with the mandate of administering standardized tests to bilingual students and comparing their scores with those of monolingual groups for the purpose of special education and vocational placements.

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