Implementing teacher leadership in Malaysian schools: Exploring secondary principals’ perspectives

2021 ◽  
pp. 089202062110530
Author(s):  
Lokman Mohd Tahir ◽  
Narina A. Samah ◽  
Siti Nisrin Mohd Anis ◽  
Mohd Fadzli Ali
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Secondary Principals ◽  
Ministry Of Education ◽  
Open Door Policy ◽  
Leadership Practice ◽  
Support Teacher ◽  
Practical Implications

Objective: The purpose of this study is to explore principals’ perspectives on the concept of teacher leadership, the strategies that they employed to support teacher leadership practice and the challenges and issues that principals faced while implementing teacher leadership. Methodology: This qualitative case study uses interview sessions with 10 purposely selected principals from various types of secondary schools. All schools are public schools that are administered and funded by the Ministry of Education, Malaysia. Findings: The study reveals that principals had a comprehensive understanding of the concept of teacher leadership; in fact, principals were able to list teacher leaders’ characteristics and provide definitions for the concept of teacher leadership. In exploring principals’ strategies to support teacher leadership practice, five themes emerged: developing future leaders, a mentoring programme, involving more teachers as teacher leaders, practising an ‘open door’ policy and providing more opportunities for teachers to offer mutual assistance. In terms of the challenges for teacher leadership practices, principals shared particular issues such as the unwillingness of teachers to become teacher leaders due to their heavy workloads and challenges in eading senior teachers. Significance: This study supplements the literature that explores teacher leadership within the Malaysian schooling context, which has hitherto been understudied. Thus, the concept of teacher leadership needs more in-depth investigation and evaluation to ascertain its suitability within Malaysia's educational system. For the Ministry of Education, this study notes some practical implications for improving teacher leadership in Malaysian schools.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

Corporate social responsibility: a case study in the company of urbanization of Curitiba

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ananda Silva Singh ◽  
Eduardo De Carli ◽  
Luiz Aurélio Virtuoso ◽  
Andréa Paula Segatto ◽  
Fernanda Salvador Alves
Keyword(s):  
Corporate Social Responsibility ◽  
Public Schools ◽  
Social Responsibility ◽  
Public Transportation ◽  
Single Case ◽  
Transportation System ◽  
Content Type ◽  
Corporate Social ◽  
Practical Implications

Purpose The purpose of this paper is to analyze the commitment to a corporate social responsibility (CSR) practice developed by Company of Urbanization of Curitiba S/A – URBS, located in Curitiba (Paraná), Brazil. The paper observes the CSR practice developed by the company. Design/methodology/approach A descriptive study that used a qualitative approach was held. The research strategy of the research used consisted of a case study. Data were collected through semi-structured, in-depth interviews, documental analysis and direct observation. These data were further analyzed through the content analysis’ perspective. Findings The organization in question, even without obligation, develops a CSR project that contributes to the formation and awareness of young citizens, comprising ethical, voluntary, economical and legal responsibilities. Research limitations/implications Because of the fact that this is a single case study, the results cannot be generalized, representing only the reality of this case. Practical implications The practical implications of this study lies in the attention toward training of students of public schools, especially in aspects of buses and services usage and care for public equity, factors that even contribute to citizenship and the formation of better people and professionals. This will, in the future, contribute to form citizens that are more aware and who will tend to contribute to adequate usage of the transportation system as a whole, resulting in savings for the organization. Social implications The project analyzed in this study contributes to the formation of better citizens regarding the respect and ethical responsibilities they develop toward the public transportation system. Originality/value This paper demonstrates the commitment to a CSC practice made by a mixed-economy organization that develops this practice to contribute to the formation of citizens of the city. The value of this paper lies in the fact that it shows how CSR practices can be aligned with other practices of organizations, contributing to all stakeholders involved in it.

scholarly journals What Complicates or Enables Teachers’ Enactment of Leadership

2017 ◽  
Author(s):  
Jill Bradley-Levine
Keyword(s):  
Teacher Leadership ◽  
Teacher Leaders ◽  
Master's Degree ◽  
Teaching Profession ◽  
Research Questions ◽  
Master’S Degree ◽  
Past Experiences

This article presents findings from a case study that describes the ways that four teachers pursuing their master’s degree in teacher leadership engaged in leadership activities in their schools. In order to explore this purpose, this study examines two research questions: (1) How do teachers enact leadership in their schools and (2) What complicates or enables teachers’ leadership activity? Findings indicate that the norms of the teaching profession including equality and privacy affect teachers’ enactment of leadership in their schools. Teacher leaders limit their work based on their knowledge of these norms, their past experiences engaging in leadership, and the culture present in their schools.

scholarly journals Characterizing Proficient Teachers as Teacher-Leaders in a Public Secondary School of Leyte Division

2021 ◽  
Author(s):  
Alvin Jhon Manito
Keyword(s):  
Teacher Leadership ◽  
School Environment ◽  
Teacher Leaders ◽  
Structured Interview ◽  
Self Awareness ◽  
Self Assessment ◽  
Public Secondary School ◽  
Leadership Behaviour ◽  
Significant Difference

Abstract: This case study determines the ability of the classroom teachers of becoming teacher-leaders in school reform in the absence of highly proficient teachers and department heads in the institution. This study aimed to explore and characterize proficient teachers as teacher-leaders at Manlilisid National High School, Javier II District, Leyte Division. This study used mixed method investigative paradigm as its research design. Quantitatively, data were gathered using the Teacher Leadership Self-Assessment (TLSA) by Katzenmeyer and Katzenmeyer (2004). It was randomly distributed to thirteen proficient teachers. Qualitatively, a semi-structured interview was done to three proficient teachers who got highest ratings in the survey. The respondents granted permission to the researcher to use the data obtained. Data were then analyzed using descriptive statistics and thematic analysis. Upon the analysis, the characteristics of the proficient teachers as teacher-leaders are evident in self-awareness, diversity, and instructional proficiency. The school can also foster teacher leadership through the determined themes - initiative and independence, partnership engagement and teamwork, and positive school environment. This study can also be a subject for further research to analyse if there is a significant difference between these types of leadership behaviour, and use the same method and instrument but is implemented in a larger population.

Sailing Across the Divide: Challenges to the Transfer of Teacher Leadership

2018 ◽  
Vol 13 (3) ◽  
pp. 210-234 ◽  
Author(s):  
Jennie Weiner ◽  
Sarah L. Woulfin
Keyword(s):  
Urban Schools ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Qualitative Interview ◽  
Interview Data ◽  
Intermediary Organization ◽  
Sensemaking Theory ◽  
Support Teacher ◽  
Exemplary Educators

Responding to questions on how to develop and support teacher leaders, this article draws on sensemaking theory to discuss teacher leaders’ transfer of ideas from Developing Exemplary Educators (DEE), an intermediary organization. We share findings grounded in qualitative interview data from teachers and administrators in two urban schools. After describing the elements of teacher leadership that teacher leaders reported transferring into practice, we present the structures, norms, and factors enabling and constraining teacher leadership.

scholarly journals Fostering a Culture of Innovation: A Case Study of Elementary School Principals in Costa Rica

2019 ◽  
Vol 15 (6) ◽  
Author(s):  
Miguel M. Gonzales ◽  
Richard Storti
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Costa Rica ◽  
Elementary School Principals ◽  
School Principals ◽  
Ministry Of Education ◽  
Science Technology ◽  
Teachers And Students

To help promote a culture of innovation, the Ministry of Education andthe Ministry of Science, Technology, and Telecommunication of Costa Rica estab-lished a national executive decree requiring all public schools in the country partic-ipate in the National Program of Science and Technology Fairs (NPSTF). This casestudy examines the role of five elementary school principals in Costa Rica in implementing and preparing their schools for the NPSTF initiative. Principals played threesignificant roles: the motivator of teachers and students; acquirer of NPSTF resources;and the organizer of NPSTF committees and coalitions to help train and finance theinitiative. It is recommended the Ministry of Education establish a budget solely ded-icated to support infrastructure and professional development for NPSTF while aligning goals with all stakeholders.

Teacher leadership: Prospects and promises

2019 ◽  
Vol 100 (7) ◽  
pp. 49-55 ◽  
Author(s):  
Barnett Berry
Keyword(s):  
Decision Making ◽  
Educational Technology ◽  
Public Schools ◽  
Teacher Leadership ◽  
Digital Media ◽  
Teacher Leaders ◽  
State Policies ◽  
Leadership Roles ◽  
Positive Effects ◽  
New Models

For many decades, most of the decision-making authority in public schools has been vested in individual principals and other administrators. However, new models of collaborative teacher leadership are beginning to emerge, thanks to four trends: 1) evidence on the positive effects of teacher leadership continues to mount, 2) districts and state policies are codifying teacher leadership roles, 3) teacher leaders are becoming more proficient at using educational technology and sharing their expertise through digital media, and 4) researchers are deepening their knowledge about how teachers learn to lead effectively.

The balanced scorecard for school management: case study of Thai public schools

2020 ◽  
Vol 24 (3) ◽  
pp. 285-300
Author(s):  
Nopadol Rompho
Keyword(s):  
Public Schools ◽  
Balanced Scorecard ◽  
Structural Equation ◽  
Generic Model ◽  
Statistical Tool ◽  
Content Type ◽  
The Balanced Scorecard ◽  
Management Case Study ◽  
Practical Implications

Purpose This study aims to develop and empirically test the balanced scorecard for public schools in Thailand. Design/methodology/approach Data were obtained from 3,351 public schools in Thailand. Structural equation modelling was used as a statistical tool to analyse the data. Findings The results showed that there are cause-and-effect relationships between students, internal processes and learning and growth perspectives in the balanced scorecard. Nevertheless, a relationship with the resources perspective was not found. Research limitations/implications The sampled schools in this study might be different from normal public schools because these schools get some support from the private sector. Thus, the generalisation of the findings should be made with caution. Practical implications The proposed balanced scorecard model that has been empirically tested in this study can be used in public schools to help manage their organisation. These schools can start with a generic model and modify it to suit their organisation. Originality/value Most of the studies on the application of the balanced scorecard for schools did not test the validity of the framework because of the lack of available data. This study was among the first to empirically test the relationships between perspectives in the balanced scorecard model for public schools. Additionally, the balanced scorecard can be a useful tool for non-managers who work in public schools.

Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China

2021 ◽  
pp. 174114322110553
Author(s):  
Yan Zeng ◽  
Leslie NK Lo
Keyword(s):  
Teacher Leadership ◽  
Professional Learning ◽  
Teacher Leaders ◽  
Boundary Crossing ◽  
Leadership Strategies ◽  
Learning Program ◽  
Leadership Practice ◽  
Leader Identity ◽  
Learning Network ◽  
Professional Learning Network

This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of boundary and boundary crossing, as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.

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