scholarly journals Instructional leadership beliefs among Filipino pre-service teachers

2019 ◽  
Vol 8 (4) ◽  
pp. 596
Author(s):  
Rudolf T Vecaldo
Keyword(s):  
Teacher Education ◽  
Instructional Leadership ◽  
School Reforms ◽  
Instructional Interventions ◽  
Leadership Roles ◽  
Depth Interview ◽  
Leadership Framework ◽  
Leadership Beliefs ◽  
Study Participants ◽  
Learning Focused

<span>In the teacher education context, there has been a call to pay attention to the preparation of pre-service teachers for instructional leadership roles necessary in today’s various school reforms. Nonetheless, because the integration of instructional leadership is relatively new in the Philippine teacher education curriculum, there is a dearth of research along with this aspect. With the increasing need for more research on instructional leadership, particularly on Teacher Education Institutions (TEIs), this exploratory study was undertaken. Using an in-depth interview, it examined the instructional leadership beliefs of Filipino pre-service teachers. Twelve (12) graduating pre-service teachers from a public university in Cagayan Province, Philippines became the study participants whose views, insights, and narratives were thematically analyzed. Interestingly, the results of the study revealed that pre-service teachers believe that instructional leadership is shared, learning-focused, a conversation, service-driven, and a pursuit of equity. These deepen the assertion that understanding the instructional leadership beliefs of pre-service teachers would promote instructional interventions that can empower them and advocate a viable instructional leadership framework not only in the Philippine context but in the ASEAN region as well.</span>

scholarly journals The Importance Of Different Leadership Roles In The Strategic Management Process

2004 ◽  
Vol 2 (1) ◽  
Author(s):  
Mojaki S. Mosia ◽  
Theo H. Veldsman
Keyword(s):  
Empirical Study ◽  
Strategic Management ◽  
Management Process ◽  
Leadership Roles ◽  
Management Processes ◽  
Leadership Framework ◽  
Integrated Leadership ◽  
Strategic Management Process

The drive towards flatter and more flexible, empowered, interdependent and responsive organisations in the current rapidly changing global situation necessitates the establishment of an integrated set of leadership roles. The purpose of this study was to propose the Integrated Leadership-Champion Framework (IL-C); and to determine empirically the importance of the IL-C for, as well as the importance of the sub-roles of the IL-C across the strategic management processes. The IL-C as a complete leadership framework could enable organisations to execute their strategic management processes more effectively and efficiently. The empirical study demonstrated the importance of IL-C overall and its leadership sub-roles for the strategic management processes. OpsommingDie soeke na platter, asook meer buigsame, bemagtigde, interafhanklike en responsiewe organisasies in die huidige vinnig veranderende, globale omgewing noodsaak die daarstelling van ’n geïntegreerde stel van leierskaprolle. Die doel van hierdie studie was om ’n Geïntegreerde Leierskap-kampioen Raamwerk (GL-R) voor te stel; en om empiries die belangrikheid van die GL-R vir, asook die belangrikheid van die subrolle van GL-R oor die strategiese bestuursprosesse te bepaal. Die GL-R as ’n volledige leierskapraamwerk kan organisasies in staat stel om hul strategiese bestuursprosesse meer doeltreffend en doelmatig te bestuur. Die empiriese studie toon die belangrikheid van GL-R oorhoofs, asook sy onderskeie leierskapsubrolle vir die strategiese bestuursprosesse.

scholarly journals AMALAN KEPIMPINAN INSTRUKSIONAL GURU BESAR DI SEKOLAH VERNAKULAR NEGERI SELANGOR DAN WILAYAH PERSEKUTUAN

2018 ◽  
pp. 109-132
Author(s):  
DONNIE ADAMS ◽  
RAVADHI PERIASAMY ◽  
EDWARD DEVADASON ◽  
SATINAH AWANG
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Leaders ◽  
Cultural Influences ◽  
Sampling Technique ◽  
School Leader ◽  
Instructional Leader ◽  
Leadership Roles ◽  
Structured Interviews

Abstrak Kajian kualitatif ini bertujuan untuk mengkaji amalan kepimpinan instruksional guru besar di Sekolah Vernakular Negeri Selangor dan Wilayah Persekutuan. Kajian ini menggunakan temu bual separa berstruktur terhadap 14 orang guru besar di dua jenis sekolah vernakular, iaitu Sekolah Rendah Jenis Kebangsaan Tamil (SRJK (T)) dan Sekolah Rendah Jenis Kebangsaan Cina (SRJK(C)) yang terletak di kawasan bandar dan pinggir bandar. Teknik persampelan bertujuan yang dijalankan di dua jenis sekolah ini mendapati bahawa guru besar memahami tugas mereka untuk meningkatkan amalan pengajaran melalui penyeliaan guru. Dapatan juga menunjukkan amalan kepimpinan guru besar dalam memantau kualiti pengajaran dan pembelajaran di sekolah dijalankan dalam pelbagai kaedah. Kajian ini turut menunjukkan bahawa sebahagian daripada tugas dan harapan guru besar di Malaysia adalah selari dengan ciri-ciri dalam kepimpinan instruksional. Dalam konteks lain pula, beban kerja seorang guru besar dan keperluan untuk membuat pelaporan telah mendatangkan pelbagai cabaran berterusan kepada mereka semasa menjalankan tugas sebagai seorang pemimpin instruksional. Implikasi daripada kajian ini mempamerkan realiti kontemporari peranan guru besar dan amalan kepimpinan instruksional mereka di sekolah vernakular di Malaysia. Kesimpulannya, kajian ini menunjukkan kepimpinan instruksional dibina atas pengaruh sosial, politik dan budaya. Kata kunci: Amalan kepimpinan instruksional, pemimpin instruksional, guru besar. Abstract The purpose of this qualitative study is to outline school leaders’ instructional leadership practices in Selangor and Federal Territory Vernacular Schools. Semi-structured interviews were conducted with 14 primary school leaders from Chinese Schools (SRJK(C)) and Tamil Schools (SRJK (T)) in urban and suburban areas in Malaysia. The sampling technique utilised in two of these schools generated findings which showed that the school leaders understood their duties in improving instructional practice through supervision of teachers. Findings also showed school leaders’ leadership practices in monitoring the quality of teaching and learning in schools was done in many ways. The research also demonstrated some of the duties and hope of the school leaders’ in Malaysia as being particularly congruent with the features of instructional leadership practices. In another context, the workload of a school leader and the need for reporting has led to a series of challenges for them in carrying out their duties as instructional leaders. The implication of this study demonstrates the current reality of the roles of school leaders and their instructional leadership roles in vernacular schools in Malaysia. In conclusion, this research shows that instructional leadership is built on social, political and cultural influences. Keywords: Instructional leadership practices, instructional leader, school leader.

scholarly journals Enhancing the Delivery of the Teacher Education Courses through the Development of OBE-Based Teaching Guides

2020 ◽  
Vol 8 (1) ◽  
pp. p36
Author(s):  
Agripina B. Maribbay
Keyword(s):  
Teacher Education ◽  
Monitoring And Evaluation ◽  
Instructional Delivery ◽  
Teacher Education Programs ◽  
Project Proposal ◽  
Teaching Resources ◽  
Principles And Standards ◽  
Faculty And Administrators ◽  
Teachers Training ◽  
Study Participants

This project aimed to develop Outcomes-Based Education (OBE) teaching guides to enhance the delivery of courses in the teacher education programs. This paper specifically provides the result of the participants’ assessment and problems encountered in the implementation of the OBE-based approach in teaching. The 200 study participants covered faculty and administrators of thirty (30) selected Teacher Education Institutions in Region 02. Results reveal that the OBE-based approach was implemented to a great extent along Institutional Mission, moderate extent in terms of outcomes and low extent along areas such as curriculum, instructional delivery, assessment, and reporting. Participants’ inadequacy of knowledge and skills, teaching resources, and time were among the problems encountered by the participants in the implementation of the OBE-approach in the teacher education curriculum. These results serve as a guide for the development of OBE-based teaching guides to enhance the implementation of the curriculum. The development of the teaching guides was based on a set of frameworks. The Project Proposal Framework particularly details the processes undertaken in the development of the teaching guides while the SPUP-OBE Framework provides the teaching guides’ content. Furthermore, it presents the specific methods for the teachers’ training on the principles and standards of OBE, the development of OBE-based teaching guides, the logical framework of the proposed teaching guide, the monitoring and evaluation plan, and the dissemination plan. This method includes the design, scope, tools, and analytical procedures for the specific processes involved.

Transcending gender dichotomy through art teacher education in Zimbabwe

2022 ◽  
Vol 18 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Dairai Darlington Dziwa ◽  
Louise Postma ◽  
Louisemarié Combrink
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Students ◽  
Art Teacher ◽  
Visual Narratives ◽  
Visual Discourse ◽  
Critical Awareness ◽  
Art Teacher Education ◽  
Study Participants ◽  
Teacher Education Students

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

A Blended Approach to Teacher Education

2016 ◽  
pp. 1-21
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

A Blended Approach to Teacher Education

2018 ◽  
pp. 1-22
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

A Blended Approach to Teacher Education

2016 ◽  
pp. 1778-1799
Author(s):  
Norman Vaughan
Keyword(s):  
Teacher Education ◽  
Student Engagement ◽  
Focus Groups ◽  
Digital Technologies ◽  
Online Surveys ◽  
Web Based ◽  
Faculty Interactions ◽  
Virtual Meetings ◽  
Study Participants

This chapter describes the effectiveness of a blended approach to teacher education through the use of the National Survey of Student Engagement (NSSE) framework. Data was collected from students and faculty involved in the program via online surveys, focus groups, and the use of an editable Google Doc. The study participants provided recommendations for improving the quality of the blended program through the use of digital technologies based on the five NSSE benchmarks. For example, student and faculty interactions outside of the classroom could be enhanced through the use of web-based synchronous conferencing tools (e.g., Skype) to establish ‘virtual' meetings and office hours.

Sign in / Sign up

Export Citation Format

Share Document