Teachers as Leaders and Learners: Building Teacher Leadership in a Bangladeshi Secondary School

2018 ◽  
pp. 141-158
Author(s):  
Abu Salahuddin ◽  
Janinka Greenwood ◽  
Lindsey Conner
Keyword(s):  
Secondary School ◽  
Teacher Leadership ◽  
Teachers As Leaders

scholarly journals The Effectiveness of Teacher Leadership and Students Involvement in Co-Curricular Activities in Malaysia Secondary School

2019 ◽  
Vol 1 (2) ◽  
pp. 129-145
Author(s):  
Yahya Don ◽  
Ibrahim Ibrahim
Keyword(s):  
Secondary School ◽  
Teacher Leadership ◽  
School Leadership ◽  
Secondary School Students ◽  
Soft Skills ◽  
Cross Sectional Survey ◽  
School Students ◽  
Cross Sectional ◽  
National Education ◽  
Research Population

This paper aimed to identify the effectiveness of teacher leadership and student’s commitment with their involvement towards co-curricular activities in developing the soft skills among the Malaysian secondary school students.  This study uses a quantitative approach in cross-sectional survey. The population of this study are the secondary school students from two states in Malaysia. The stratified random sampling is used to select 500 samples from the research population. The instruments used in this research are Organizational Commitment Qustionaire (OCQ) Mowday, Steers & Porter (1979), Leadership Practices Inventory (LPI) (Kouzes & Posner, 1995), and Soft Skills adopted by Razzaly Wahid et al. (2006).  This result of this study shows that there is a significant and positive relationship between teacher’s leadership, student’s commitment and involvement with co-curricular activities, and student’s soft skills. Thus, the school leadership should play an important role in enhancing the invovement of the school co-curriculum activities to enhance the student’s soft skills. In addition, the school leadership should also look into the two important indicators which is the effectiveness of the leadership practice and the commitment of the students’s involvement as the outcome enshrined in the National Education Philosophy.

scholarly journals Lärares överväganden kring att leda undervisning

2021 ◽  
pp. 213-241
Author(s):  
Anja Thorsten ◽  
Marcus Samuelsson ◽  
Johan Meckbach ◽  
Camilla Heiskanen ◽  
Anneli Mohlin
Keyword(s):  
Secondary School ◽  
Classroom Management ◽  
Entire Group ◽  
Upper Secondary School ◽  
Learning And Development ◽  
Focus Group Interviews ◽  
Upper Secondary ◽  
The Subject ◽  
Group Interviews ◽  
Teachers As Leaders

Previous research describes classroom management as both complex and demanding. Therefore, teachers as leaders need to make many choices about how to handle situations and students. The aim of this study is to describe teachers’ considerations when they are managing the classroom. The study was conducted by a teacher-research team.  The data consist of 12 focus-group interviews with 46 Swedish teachers, spanning from primary to upper secondary school. Through thematic analysis, the following four themes of consideration emerged: (a) control – how much control teachers as leaders should have and how much co-decision that should be given to the students, (b) role – if teachers should be strict or personal, (c) focus – if teachers should focus on the subject or relations to students, and (d) differentiation – if teachers should focus on each individual or on the entire group. This result is an important contribution to understanding the challenges teachers face when managing the classroom and trying to provide learning and development to all students.

scholarly journals The Development of Teacher Leadership Indicators for Secondary School Teachers in the 21st Century in Thailand

2018 ◽  
Vol 7 (2) ◽  
pp. 18
Author(s):  
Natchanok Naowarangsi ◽  
Somkid Sroinam ◽  
Nawattakorn Homsin
Keyword(s):  
Secondary School ◽  
Teacher Leadership ◽  
Teacher Development ◽  
21St Century ◽  
Goodness Of Fit ◽  
Structural Model ◽  
Secondary School Teachers ◽  
Second Phase ◽  
School Teachers ◽  
Innovation And Technology

This study aimed at developing the teacher leadership indicators for secondary school teachers in the 21st century and examining the goodness of fit for the structural model of teacher leadership indicators. There were two phases in this study. The first phase was the theoretical indicators construction by documentary synthesis, then synthesized the data for the teacher leadership indicators for secondary school teachers in the 21st. The second phase was to examine the structural model’s consistency with the empirical data. The results of the indicator formation and development were found that the teacher leadership indicators for secondary school teachers in the 21st century were classified into 4 core factors, 15 sub-factors and 75 indicators. They were the teacher development with 4 sub-factors and 20 indicators; the development of thinking process with 5 sub-factors and 25 indicators; teamwork with 3 sub-factors and 15 indicators and the last one was the development of innovation and technology with 3 sub-factors and 15 indicators.

scholarly journals Self-Efficacy, Teacher Leadership and Teacher Professionalism in Secondary School

JURNAL IQRA ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 1-12
Author(s):  
Anisa Rara Tyaningsih ◽  
Suryadi Suryadi ◽  
Desi Rahmawati
Keyword(s):  
Secondary School ◽  
Teacher Leadership ◽  
Learning Strategies ◽  
Direct Effect ◽  
Self Efficacy ◽  
Relevant Literature ◽  
The Self ◽  
Teacher Professionalism ◽  
Survey Method ◽  
Positive Direct

The article was to determine the effect of self-efficacy on teacher professionalism, the effect of teacher leadership on teacher professionalism, and the effect of self-efficacy on teacher leadership.  The research was conducted at 14 secondary school in West Jakarta, Indonesia by using survey method and testing the hypothesis with path analysis. Sample of this study consisted of 85 teachers selected by simple random sampling. The data collection technique was conducted by using an online questionnaire which was google form. The variable of self-efficacy includes learning strategies, class management, and student engagement. Then, the variable of teacher leadership includes four dimensions, namely collective leadership, leadership opportunity, leadership engagement, and supra-practitioner. Meanwhile, the teacher professionalism variable includes four domains, namely professional skills, autonomy in decision making, collaborative practice and commitment. The result shows that  there was a positive direct effect of the self-efficacy variable on the teacher professionalism variable, there was a positive direct effect of the teacher leadership variable on the teacher professionalism variable and there was a positive direct effect of the self-efficacy variable on the teacher leadership variable. The result of the study was discussed by considering the relevant literature and implications were made. Keywords: Teacher Leadership, Teacher Professionalism, Secondary School

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