How principal leadership facilitates teacher learning through teacher leadership: Determining the critical path

2020 ◽  
pp. 174114322091355
Author(s):  
Hui-Ling Wendy Pan ◽  
Wen-Yan Chen
Keyword(s):  
Teacher Leadership ◽  
Teacher Learning ◽  
School Leadership ◽  
Principal Leadership ◽  
Junior High School ◽  
Structural Equation ◽  
Critical Path ◽  
Mediating Effects ◽  
Junior High School Teachers ◽  
Different Sources

In the context of educational decentralisation, school leadership encompassing different sources of leadership is significant for school performance. However, few studies have investigated the pathway regarding how principals and teachers as distinct sources of learning-centred leadership exert impact on teacher learning. To this end, survey data collected from 1340 junior high school teachers in Taiwan were analysed with structural equation modelling. The results suggest that both principal leadership and teacher leadership affect teacher learning through direct pathways, and that of teachers exhibits an even greater impact. In addition, principal leadership affects teacher learning through indirect pathways mediated by teacher leadership. By further investigating the mediating effects of different practices of teacher leadership, we found that teacher-led improvement of curriculum and instruction is a critical mediator for teacher learning.

scholarly journals How Is Cultural Intelligence Related to Human Behavior?

2022 ◽  
Vol 10 (1) ◽  
pp. 3
Author(s):  
Moh. Alifuddin ◽  
Widodo Widodo
Keyword(s):  
Interpersonal Communication ◽  
Organizational Citizenship ◽  
Junior High School ◽  
Organizational Citizenship Behavior ◽  
Structural Equation ◽  
Cultural Intelligence ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Junior High School Teachers ◽  
The Relationship

Cultural intelligence is an individual’s ability to recognize, understand, and adapt to cross-cultural contexts in order to change his or her self-capacity. Hence, this study explores the relationship between cultural intelligence and interpersonal communication, psychological capital (PsyCap), and organizational citizenship behavior (OCB) among teachers in Indonesia and investigates the possibility of finding relevant new models. A Likert questionnaire was used to collect research data. The research participants included 450 Indonesian junior high school teachers selected by accidental sampling. Structural equation modeling (SEM) was used for data analysis, supported by descriptive statistics and correlational matrices. The results indicate that cultural intelligence is significantly related to teachers’ interpersonal communication, PsyCap, and OCB. Additionally, this study also produces a new model regarding the relationship between cultural intelligence and a teacher’s OCB, mediated by interpersonal communication and PsyCap. Therefore, researchers and practitioners can discuss and adopt a new empirical model to increase cultural intelligence.

Conceptualizing the critical path linked by teacher commitment

2015 ◽  
Vol 53 (5) ◽  
pp. 597-624 ◽  
Author(s):  
Jingping Sun
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Principal Leadership ◽  
Critical Path ◽  
Empirical Studies ◽  
Teacher Commitment ◽  
Value Systems ◽  
Content Type ◽  
Four Dimensions ◽  
Improving Student Learning

Purpose – The purpose of this paper is to propose a critical path through which school leadership travels to students by highlighting the importance of teacher commitment. Design/methodology/approach – Using both meta-analytic and narrative review methods, this paper systematically reviews the evidence in the past 20 years about the conceptualizations and measurements of teacher commitment and its relationships with principal leadership and student learning. Findings – This paper presents: first, the four dimensions of teacher commitment and the ten constituents involved in the conceptualization of teacher commitment; and second, the five measures used in empirical studies for measuring teacher commitment. It concludes that: teacher commitment is significantly related to student learning; the extent to which school leadership influences teacher commitment is large and is aligned with the value systems of both leaders and teachers; and teacher commitment mediates leadership impacts on student learning in three ways: at the personal level, at the dyad level and at the collective level. Research limitations/implications – This study conceptualizes a critical path through which school leadership improves student learning, mediated by teacher commitment. A framework of such critical paths will provide educational leaders and policy makers at both local and state levels with much needed guidance for improving student learning. Originality/value – This study adds to the understanding of the indirect influence of school leadership on student learning by illustrating how and to what extent principal leadership influences teacher commitment, which in turn influences student learning.

scholarly journals Implementation of indonesian teacher learning processes and digital literation for teachers in junior high school

2021 ◽  
Vol 6 (1) ◽  
pp. 254
Author(s):  
Ahmad Basori ◽  
Dessy Wardiah ◽  
Yessi Fitriani
Keyword(s):  
Teacher Learning ◽  
Principal Leadership ◽  
Junior High School ◽  
Quantitative Research ◽  
Teacher Motivation ◽  
Work Motivation ◽  
Teacher Performance ◽  
Learning Processes ◽  
Quantitative Research Methods ◽  
Independent Variable

This is to determine the effect of work motivation and principal leadership together on the performance of teachers in SD Negeri Lengkiti District. In this study, quantitative research methods were used and the research design was in the form of an influence study, namely to determine the effect of the three variables, namely the independent or independent variable Teacher Motivation (X1), Principal Leadership (X2) and the dependent or dependent variable Teacher Performance (Y). The results of the study can be concluded as follows: 1) The variable of work motivation of the SD Negeri Lengkiti District teachers is in the sufficient category, 2) The leadership variable of the principal of SD Negeri Lengkiti District is in the good category, 3) The work motivation of the teacher and the leadership of the principal is factors that can improve teacher performance.

scholarly journals Determinan Kinerja Guru di Kabupaten Aceh Utara melalui motivasi sebagai variable intervening

2021 ◽  
Vol 6 (2) ◽  
pp. 47
Author(s):  
Kussyeri Kussyeri ◽  
Faisal Matriadi ◽  
Ikramuddin Ikramuddin
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Structural Equation ◽  
Sampling Method ◽  
Teacher Performance ◽  
Equation Modeling ◽  
Teacher Competence ◽  
Junior High School Teachers ◽  
Leadership Motivation ◽  
Saturated Sample

This study analyzes several variables that affect teacher performance in North Aceh. The variable that wants to be disclosed is Competence. Respondents in this study are 198 junior high school teachers in North Aceh. Leadership, motivation and their influence on teacher performance. The sampling method used is a saturated sample. The data analysis method used is Structural Equation Modeling (SEM) using AMOS 21 software. From the results of the study, it can be seen that the influence of competence on motivation is not significant, the influence of leadership on motivation is very significant. Meanwhile, the influence of competence on teacher performance is also very significant. Likewise, the influence of leadership on teacher performance is also significant. Motivation was also found to mediate the influence between Competence and Leadership on Teacher Performance. It is recommended to improve teacher performance, it is hoped that the leadership or principal of SMP Negeri in North Aceh Regency to improve teacher competence, improve leadership abilities and also increase motivation for teachers so that their performance will increase in the future.

Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency

2021 ◽  
pp. 174114322110380
Author(s):  
Ayeshah A Alazmi ◽  
Waheed Hammad
Keyword(s):  
Teacher Learning ◽  
School Leadership ◽  
Professional Learning ◽  
Principal Leadership ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
Learning Centered ◽  
Teacher Professional ◽  
Teacher Trust ◽  
The Relationship

Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.

scholarly journals Analisis Kepercayaan Guru SMP Swasta di Kabupaten Tangerang

2020 ◽  
Vol 6 (2) ◽  
pp. 176
Author(s):  
Syafa’at Ariful Huda ◽  
Muhamad Suhardi ◽  
Nurimani Nurimani ◽  
Yatha Yuni
Keyword(s):  
High School ◽  
Organizational Justice ◽  
High School Teachers ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Equation Modeling ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Data Collection Technique

The purpose of this study is to analyze the effect of organizational justice on the trust of Tangerang Regency private junior high school teachers. In the analysis will get more detailed results related to organizational justice variables with the indicators and trust with the indicators. This research used SEM (Structural Equition Model) method. Data collection technique used a questionnaire. The sample of this study involved 273 people through random proportional selection. Data were analyzed using descriptive statistics and structural equation modeling in inferential statistics. The results of this study indicate that there was a direct effect of organizational justice on the confidence of Tangerang regency private junior high school teachers. The dominant indicators of organizational justice variables which contributed was neutrality at 18.26%, while the dominant trust variable which contributed was consistency at 23.71%.

scholarly journals PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN SARANA PRASARANA TERHADAP KINERJA GURU SMP DI KECAMATAN CIBINONG, KABUPATEN BOGOR

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18
Author(s):  
Fuji Ria Tambunan ◽  
Imam Tholkhah ◽  
Mohamad Jaenudin
Keyword(s):  
High School ◽  
High School Teachers ◽  
Principal Leadership ◽  
Junior High School ◽  
Positive Relationship ◽  
Junior High ◽  
Descriptive Analysis ◽  
Educational Process ◽  
School Teachers ◽  
Junior High School Teachers

  ABSTRACT The background of this research is the teacher as a component that greatly influences the educational process and the main factors that determine the quality of education. The teacher is the spearhead that is directly related to students as the subject and object of learning in the teaching and learning process. The availability of a good education curriculum, complete educational facilities and infrastructure, but if not balanced with the ability of teachers who are able to implement it, then everything will be less meaningful and not support the achievement of educational goals. The study was conducted at a junior high school located in the District of Cibinong, Bogor Regency. The purpose of this study was to determine the effect of Principal Leadership and Infrastructure Facilities on the Performance of Junior High School Teachers in Cibinong District, Bogor Regency. This research is a quantitative study using a survey approach to obtain an overview and correlation of research variables, namely Principal Leadership (Variable X1), Infrastructure Facilities (variable X2) and Teacher Performance (variable Y) of SMP in Cibinong District, Bogor. Data collection techniques used were observation, documentation study, questionnaires. Data analysis techniques through three stages, namely descriptive analysis, quantitative analysis and research hypothesis testing. The results showed that (1) the Principal's Leadership influenced significantly and rather high and the direction of a positive relationship to the Performance of Junior High School Teachers in Bogor Regency. (2) The Infrastructure Facility influence significantly and has a rather high and direction of a positive relationship to the Performance of Junior High School Teachers in Bogor Regency. (3) The joint effect of School Principals and Infrastructure Leadership on the Performance of Junior High School Teachers in Bogor Regency is high Keywords: infrastructure,leadership, performance, teacher

PENINGKATAN KOMPETENSI GURU DALAM PERENCANAAN PENILAIAN AUTENTIK DENGAN BIMBINGAN KELOMPOK DI SMPN 011 MANDA

2019 ◽  
Vol 3 (3) ◽  
Author(s):  
Maisuherni Maisuherni
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Descriptive Analysis ◽  
Teacher Competence ◽  
Research Subjects ◽  
Junior High School Teachers ◽  
Average Value ◽  
Authentic Assessments ◽  
Group Guidance

This study aims to improve teacher competence in planning authentic assessments with group guidance. The research method used is classroom action research. The research subjects were 10 teachers at Mandau 011 Junior High School. The timing of the research is carried out in two cycles starting on Monday 11 February to Saturday 23 February 2019. Analysis of the data used is qualitative in the form of data reduction, data presentation, and data inference. While for quantitative data descriptive analysis is carried out by calculating the average value and percentage. The results of the study indicate an increase in the competency of 011 Mandau Junior High School teachers in planning authentic assessments with group guidance. there is a cycle I of the average teacher competence of 70,6 with sufficient categories. The average teacher competency in the second cycle is 76,3 which is included in the good category. Classically, as many as 90% of teachers have been able to plan authentic assessments properly.

The Long-Term Impact of an Education for Sustainability Course on Israeli Science and Technology Teachers’ Pro-Environment Awareness, Commitment and Behaviour

2015 ◽  
Vol 31 (2) ◽  
pp. 264-279 ◽  
Author(s):  
Anat Abramovich ◽  
Yahavit Loria
Keyword(s):  
High School Teachers ◽  
Junior High School ◽  
Science And Technology ◽  
Education For Sustainability ◽  
Environmental Behaviour ◽  
Junior High School Teachers ◽  
Technology Teachers ◽  
Long Term Impact ◽  
The Impact

AbstractThe impact of an Education for Sustainability (EfS) course for science and technology junior high school teachers on the intentional and actual environmental behaviour of participants was studied by researching the EfS implementation of 13 science and technology teachers within their family, community, and work environment. The research was qualitative in nature, where science and technology teachers’ insights on the EfS course were determined by means of an open-ended questionnaire and intensive interviews. Results indicated that the course clearly influenced the vast majority of the participants, who claimed that their environmental awareness had increased and they were capable of acting responsibly. All participants acted in favour of the environment among family, community, and at work. Yet, 2 years later, implementation seemed to be undermined by various internal and external barriers, such as the unavailability of convenient resources, or resistance on the part of family. The study suggests that course designers must include reference to potential difficulties and barriers in order to circumvent future obstacles. In addition, the implementation of post-course support would encourage overcoming the gap between willingness to act and actual practice.

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