scholarly journals Leadership practices for Professional assistance of teachers in secondary schools

2018 ◽  
Vol 2 (4) ◽  
pp. 6-10
Author(s):  
Fakhra Aziz ◽  
Uzma Quraishi ◽  
Moafia Nader
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Active Role ◽  
Experienced Teachers ◽  
Innovative Strategies ◽  
The Government ◽  
Professional Assistance ◽  
Effective Leadership Practices ◽  
School Heads

The present study aimed to explore the leadership practices for  professional assistance of secondary school teachers.It was assumed that leadership active role in various types of  teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports  that school heads play a significant role in teachers’ professional assistance but it was limited to instructional  and professional areas only.  Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector  facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of  experienced and newly inducted teachers were  also found.Female newly inducted teachers receive more facilitation from their heads  as compare to male . Same case is reported for professional assistance of experienced teachers.   The present study suggests a need based training  program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

Comparative study of school principals’ leadership practices: Lessons for Chile from a cross-country analysis

2017 ◽  
Vol 46 (2) ◽  
pp. 279-300 ◽  
Author(s):  
Javiera Marfan ◽  
Javier Pascual
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Quantitative Methods ◽  
International Comparisons ◽  
Local Context ◽  
Teaching Goals ◽  
School Teaching ◽  
Cross Country ◽  
Anglo American ◽  
Effective Leadership Practices

The article reports the results of a cross-country educational research project that uses quantitative methods to identify school leadership practices and contextual characteristics that contribute to explain student achievement in Chile, considering international comparisons. The results question previous evidence about a common repertoire of effective leadership practices and suggest that local context will affect the type of leadership that is required for a specific educational system to improve, and therefore the definition of principals’ effective practices. For Chile, the article points out that the principals’ leadership practices that contribute the most to improve teacher performance are those related to ensuring that teachers’ work and professional development are in accordance with the teaching goals of the school, as well as monitoring student work and classroom activities. Nevertheless, Chilean principals are more likely to get involved in the former practices (related to the school teaching goals) than in those related to teachers’ work in the classroom, resulting in their actions being more powerful in mobilizing teachers’ attitudes and professional practices than their teaching, which reduces their potential to promote teachers’ performance. The results have implications for educational leadership research and policy making, especially in non-Anglo-American countries.

scholarly journals School Heads of Departments’ Roles in Advancing Science and Mathematics through the Distributed Leadership Framework

2020 ◽  
Vol 19 (9) ◽  
pp. 39-57
Author(s):  
Paul Nwati Munje ◽  
Maria Tsakeni ◽  
Loyiso C Jita
Keyword(s):  
School Leadership ◽  
South African ◽  
Distributed Leadership ◽  
Teaching And Learning ◽  
Power Dynamics ◽  
Learner Performance ◽  
Role Players ◽  
And Mathematics ◽  
Effective Teaching And Learning ◽  
School Heads

The prioritization of quality education, especially in science and in mathematics, positions effective teaching and learning as a major school leadership goal. Effective curriculum implementation hinges on power dynamics in schools; this puts distributed leadership in the spotlight. Heads of departments (HoDs) are important role players in the distributed leadership structures of schools. This qualitative case study explored the roles of HoDs in four South African high schools to determine how opportunities were created for teaching and learning science and mathematics in the context of distributed leadership. Unstructured interviews were conducted with 13 participants. The findings show that, in distributed leadership structures, HoDs in science and mathematics played the roles of instructional leaders; school-based subject and classroom specialists; and that they were accountable for learner performance in their departments. Their actions supported other players in school leadership, including teachers in the classroom and principals, to improve teaching and learning through distributed leadership structures. We recommend that further studies explore and compare how HoDs navigate the complexities of their roles in different school contexts.

Trust in principals, leaders’ focus on instruction, teacher collaboration, and teacher self-efficacy: testing a multilevel mediation model

2020 ◽  
pp. 174114322096817
Author(s):  
Ömür Çoban ◽  
Nedim Özdemir ◽  
Mehmet Şükrü Bellibaş
Keyword(s):  
School Leadership ◽  
Teacher Collaboration ◽  
Self Efficacy ◽  
Leadership Practices ◽  
Structural Equation ◽  
Teaching And Learning ◽  
Policy Practice ◽  
Sense Of Efficacy ◽  
Teacher Survey ◽  
Teacher Self Efficacy

A vast amount of contemporary research has been devoted to defining effective school leadership roles and practices and measuring their influence on school processes, structures and outcomes. This paper examines the effects of trust in principals and school leaders’ focus on instruction on teacher collaboration and teacher self-efficacy. Using teacher survey data collected from 45 lower secondary Turkish schools across the country in the 2018–2019 academic year, this study employs multilevel structural equation modelling with Bayesian estimation to investigate the structural relationships between trust in principals, alongside leaders’ focus on instruction, and teacher collaboration and teacher self-efficacy. The study confirms previous research, indicating that trust in principals has a crucial role in teachers’ emphasis on instruction and that these principals’ instructional leadership practices enhance teachers’ sense of efficacy both directly and indirectly through teacher collaboration. The research concludes that, while the way these practices are carried out might differ across contexts, the principals’ leadership practices focusing on teaching and learning still matter for teachers’ beliefs and practices in non-western countries. Implications for policy, practice and further research are discussed.

scholarly journals Principals’ Schema: Leadership Philosophies and Instructional Leadership

2020 ◽  
pp. 105268462096606
Author(s):  
Sarah J. Zuckerman ◽  
Cailen O’Shea
Keyword(s):  
Instructional Leadership ◽  
Student Success ◽  
Mental Models ◽  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Classroom Instruction ◽  
Growing Body ◽  
The Relationship

The Every Child Succeeds Act of 2015 signaled a shift toward the recognition of the importance of school leadership, reflecting a growing body of literature that demonstrates principals are second only to classroom instruction in supporting student success. This influence is the greatest when principals focus on teaching and learning, or instructional leadership. The ability to focus on instructional leadership requires knowledge, as well as the schema that creates mental models for instructional leadership tasks. This study draws on interviews with principals to examine the relationship between their theory of leadership, which are conceptualized as leadership schema, and their instructional leadership practices. The findings suggest that there are similarities in the instructional leadership tasks undertaken by principals, but that how they engage in tasks is partially determined by their theory of leadership.

Second-order meta-analysis synthesizing the evidence on associations between school leadership and different school outcomes

2020 ◽  
pp. 174114322093545
Author(s):  
Cheng Yong Tan ◽  
Lin Gao ◽  
Meijia Shi
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
School Effectiveness ◽  
Meta Analysis ◽  
Second Order ◽  
Effect Sizes ◽  
Positive Effects ◽  
Leading Schools ◽  
Meta Analyses

The present study addresses the question of whether school leadership matters. It employs second-order meta-analysis to synthesize results from 12 first-order meta-analyses examining school leadership effects published 2003–2019. These meta-analyses collectively examined 512 primary studies published across four decades (1978–2019). Results showed that the overall mean effect size for school leadership was small in magnitude ( r = .33). Effect sizes for leadership models were larger than those for leadership practices, thereby indicating the utility of examining models as compared to practices for understanding leadership influence. Relatedly, findings of significant positive effects for eight different school leadership practices underscore the need to examine comprehensively the scope of school leaders’ work beyond that related to teaching-and-learning. Additionally, leaders require myriad competencies and skills including how to galvanize, motivate and equip teachers to achieve school goals. The substantially larger mean effect sizes for organizational and teacher as compared to student outcomes challenge the assertion by some that principals are less consequential than teachers in contributing to school effectiveness. Indeed, the larger effect sizes for principals as compared to other types of leaders reflect the key role they play in leading schools.

School leadership practice across international policy contexts: Organizational roles and distributed leadership in Denmark and the United States

2018 ◽  
Vol 48 (2) ◽  
pp. 324-352
Author(s):  
Marsha E Modeste ◽  
Søren Buhl Hornskov ◽  
Helle Bjerg ◽  
Carolyn J Kelley
Keyword(s):  
United States ◽  
School Leadership ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Daily Practice ◽  
The United States ◽  
Leadership Practice ◽  
Multilevel Confirmatory Factor Analysis ◽  
The Us

This comparative analysis applies a distributed leadership framework to data from teachers and leaders taking the Comprehensive Assessment of Leadership for Learning (CALL). Because the policies educators in Denmark and the United States respond to in their daily practice are related through the transnational policy borrowing process, we are better able to understand how these policies impact educators in their respective countries by comparing their leadership practice through a shared lens: the CALL framework. In this exploratory analysis, we take a comparative perspective by asking: How does distributed leadership practice compare in the US and the Danish contexts of schooling? And: How do views on leadership practice vary according to professional roles in specific national and local (school) contexts? Our conceptual framework has three components: neoinstitutional theory, translation theory, and distributed leadership. We use multilevel confirmatory factor analysis and t-tests with SY2015–2016 CALL data to compare and contrast the pattern of leadership practices teachers and school leaders take-up in Danish and US schools. We found that the leadership practices aligned to a school-wide focus on learning are closely associated with the work of monitoring teaching and learning and building nested learning communities, particularly in the US context of schooling.

DIGITAL TRANSFORMATION IN EDUCATION: ACTIVE LEARNERS

2019 ◽  
pp. 14-21
Author(s):  
Sevinç GÜLSEÇEN
Keyword(s):  
Computer Games ◽  
Digital Technology ◽  
Electronic Music ◽  
Teaching And Learning ◽  
Active Role ◽  
Digital Transformation ◽  
Technology Literacy ◽  
Digital Television ◽  
Student Centered ◽  
Student Centered Learning

It is argued that the digital technology has made possible the vast range of applications and media forms including virtual reality, digital special effects, digital film, digital television, electronic music, computer games, multimedia, the Internet, the World Wide Web, digital telephony and so on [8]. Digital transformation has been particularly influential in new directions of society.Providing schools with digital technology promises a high return on investment. The presence of computers and Internet access raises technology literacy and skills, better preparing the future generations to participate in the information society [12]. To this end, schools represent ideal access points because they cover a large part of the population, especially in developing countries. Starting from 1990s, many educators have been realised the potential of Internet for educational purposes and began to introduce it into classrooms. According to [10] the popularity of web-based teaching and learning lies in the strengths of its distributed nature and the case of its browsing facility. Both the use of digital technology and increased interest in student-centered learning may lead to a significant change of the teacher’s role, as well as the recognition of the active role of the learner in the learning process.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

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