Developing Leadership Skills in the Classroom

There have been calls for pre-service teachers to be equipped with leadership skills. The 21st century urges schools and colleges to prepare the next generation of teachers to have leadership skills and to foster these skills among their students in the classroom. Pre-service teachers need to be equipped with leadership skills to be capable of making real changes in society. This study was conducted to examine to what extent pre-service teachers in Bahrain Teachers College possess leadership skills and the strategies faculty ought to use to improve those skills. A validated survey consisting of eight categories of leadership skills was used to collect the data. The sample consisted of 177 students from different majors (Arabic and Islamic, English, Maths and Science, and Cycle One). The results showed that pre-service teachers possess leadership skills and confirmed developing these skills in the classroom. The pre-service teachers enhanced their leadership skills in planning, problem-solving, self, and other management/controlling, communication, teamwork, decision-making, motivating, evaluation. Furthermore, the participants identified teaching strategies such as group presentation, group work, project-based learning, and problem-based learning as the strategies used by faculty in teaching, which they said facilitates the development of leadership skills in the classroom.

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The Effectiveness of Leadership Skills Development Program for University Students / Üniversite Öğrencilerine Yönelik Liderlik Becerileri Geliştirme Programının Etkililiği

Journal of History Culture and Art Research ◽

10.7596/taksad.v6i3.899 ◽

2017 ◽

Vol 6 (3) ◽

pp. 65 ◽

Cited By ~ 2

Author(s):

Ramazan Cansoy

Keyword(s):

Decision Making ◽

Problem Solving ◽

Goal Setting ◽

Communication Skills ◽

Education Program ◽

Leadership Skills ◽

Emotional Awareness ◽

Problem Solving Skills ◽

Skills Group ◽

Skills Education

AbstractThe aim of this study was to examine the effectiveness of a leadership skills education program for higher education students. In this program, education was provided to improve the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness within the framework of leadership skills. The study group of the research consists of final-year students with the average age of 23.8 years studying at the Faculty of Economics of Karabük University in the 2016-2017 academic year. The data of the study were collected with the “Youth leadership characteristics scale”, “Emotional self-awareness scale” and “Awareness of leader and leadership scale”. The retrospective pretest-posttest experimental model was used in the study. The differentiation levels of the pretest and posttest scores of the students included in the education program were examined with the Wilcoxon signed-rank test. It was observed at the end of the study that the desire for struggle and goal setting, communication skills, group skills, problem-solving skills, decision-making skills, responsibility awareness, trusting and trustworthiness awareness, leadership awareness and emotional awareness levels of the students who participated in the education program significantly increased from a moderately sufficient level to a quite sufficient level. It was indicated that the applied leadership skills education program was effective.ÖzBu araştırmanın amacı, yükseköğretim öğrencilerine dönük olarak geliştirilen bir liderlik becerileri eğitimi programının etkililiğinin incelenmesidir. Bu programda liderlik becerileri çerçevesinde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalığı geliştirmeye yönelik bir eğitim verilmiştir. Araştırmanın çalışma grubunu 2016-2017 yılında Karabük Üniversitesi’ndeki ortalama yaşı 23.8 olan iktisat fakültesi son sınıf öğrencileri oluşturmaktadır. Araştırmanın verileri “Gençlik Liderlik Özellikleri Ölçeği”, “Duygusal Benlik Bilinci Ölçeği” ve “Lider ve Liderlik Hakkinda Farkindalik Ölçeği” ile toplanmıştır. Çalışmada geçmişe dayalı öntest-son test deneysel modeli kullanılmıştır. Eğitim programında yer alan öğrencilerin öntest ve sontest puanlarının farklılaşma düzeyleri Wilcoxon işaretli sıralar testi ile sınanmıştır. Araştırma sonunda eğitim programına katılan öğrencilerde mücadele isteği ve hedef koyma, iletişim becerileri, grup becerileri, problem çözme becerileri, karar verme becerileri, sorumluluk farkındalığı, güven duyma ve güvenilir olma farkındalığı, liderlik farkındalığı ve duygusal farkındalık düzeylerinin orta derecede yeterli düzeyden oldukça yeterli düzeye anlamlı bir şekilde yükseldiği görülmüştür. Uygulanan liderlik becerileri eğitimi programının etkili olduğu ortaya konulmuştur.

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Leadership and the Clinical Coordinator

Journal of Pharmacy Practice ◽

10.1177/089719009400700504 ◽

1994 ◽

Vol 7 (5) ◽

pp. 217-220

Author(s):

Maureen E. Savitsky

Keyword(s):

Decision Making ◽

Conflict Resolution ◽

Problem Solving ◽

Human Nature ◽

Leadership Skills ◽

Rapid Change ◽

Pharmacy Department ◽

Leadership Models ◽

Decision Making Problem ◽

Clinical Coordinator

Clinical coordinators are expected to provide leadership in a pharmacy department. Leadership involves influencing the activities or behaviors of another person. Leaders exhibit several characteristics, including an understanding of themselves, the ability to understand human nature, and the ability to adapt to rapid change. The key leadership skills are situational discretion, communications, motivation, decision-making, problem-solving, and conflict resolution. The situational and principle-centered leadership models provide useful tools for the development of leadership skills.

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Leadership and Management in the 21st Century Organizations: A Practical Approach

World Journal of Social Science Research ◽

10.22158/wjssr.v2n2p139 ◽

2015 ◽

Vol 2 (2) ◽

pp. 139

Author(s):

Victor E. Dike

Keyword(s):

Decision Making ◽

Problem Solving ◽

21St Century ◽

Global Economy ◽

Practical Approach ◽

Management Decision ◽

Leadership And Management ◽

Effective Leaders ◽

Management Decision Making ◽

Problem Solving Process

This article explores the place of leadership and management in the 21st century businesses and organizations, the role of leaders and managers, leadership styles as well as their levels of efficacy. It also investigates the attributes of an effective leader and manager, differentiates the concepts of leadership and management, leadership and management decision-making and problem-solving processes, and strategies for effective delegation of authorities to followers. This article argues that to function effectively and efficiently in today’s new economy, every organization needs effective leaders and managers as well as competent and reliable followers. It also posits that the place of leadership and management in today’s organizations are changing because, among other forces, the extreme competition among businesses in the new global economy, the emerging technologies, and globalization spurred by the Internet. The seemingly uncertainty in today’s organizations are putting undue pressures on leaders and managers to adopt practical approach to leadership and management to motivate their followers to enhance their performance, share the visions and missions of the organizations so as to realize their set objectives. This article argues that what makes effective leadership and management in the rapidly changing 21st century organizations include their personality and style of leadership, passion and values, decision-making and problem-solving process as well as their expectations and levels of relationship with their followers. Leaders and managers require a practical approach to leadership and management to substantially influence and motivate their followers to enhance their performance to achieve set organizational objectives.

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Kontribusi Seesaw sebagai assesment for learning dalam mengukur keterampilan berpikir abad 21

Assimilation: Indonesian Journal of Biology Education ◽

10.17509/aijbe.v3i2.28278 ◽

2020 ◽

Vol 3 (2) ◽

pp. 51-54

Author(s):

Eva Fadilah ◽

Ana Ratna Wulan ◽

Sariwulan Diana

Keyword(s):

Problem Solving ◽

21St Century ◽

Thinking Skills ◽

Project Based Learning ◽

National Assessment ◽

Problem Solving Skills ◽

Gain Scores ◽

K 12 ◽

Learning Projects ◽

Education Standard

The 21st Century thinking skills are important skills to have for everyone. These skills can be developed through learning and assessment with the help of applications. This study aims to measure 21st century problem solving skills using Seesaw as an assessment for learning. The method used is descriptive. This research was conducted in one class 10 of SMAN X in West Bandung which was selected by purposive sampling. This study used three project based learning projects. The instruments used were tasks, test instruments, and questionnaires. The task is uploaded in the Seesaw application and assessed with a rubric which is modified from the K-12 Public Education standard 2015. The test instrument is adapted from the NAEP (National Assessment of Educational Progress). The results showed that there was an increase in students' problem solving skills with more N-gain scores in the high category. The mastery of problem solving skills was more in mastery. The progress of students' problem-solving skills also increased during the completion of task 1 to task 3.

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21 ST CENTURY SKILLS IN SCHOOL EDUCATION IN THE UNITED KINGDOM

ТHE SOURCES OF PEDAGOGICAL SKILLS ◽

10.33989/2075-146x.2020.26.227654 ◽

2021 ◽

pp. 202-206

Author(s):

M. TIMENKO

Keyword(s):

Decision Making ◽

Critical Thinking ◽

Problem Solving ◽

Knowledge Transfer ◽

21St Century ◽

Self Regulation ◽

Economic Literacy ◽

Innovative Schools ◽

It Skills

The author of the article considers and characterizes the main current trends in the development of school education in the UK. The author describes the necessary skills of the XXI century for students of secondary schools in Great Britain and the conditions of their formation. These are skills such as: joint problem solving, responsibility, critical thinking, creativity, emotional intelligence, cooperation, decision making, IT skills, self-regulation, communication, flexibility and adaptability, respect, information and economic literacy, etc. The author also describes the so-called soft skills (flexible) and hard skills (hard). The article notes the role of the 21st century teacher, which today cannot be limited to knowledge transfer, but to focus, discuss and, of course, evaluate students' progress so that they know when more support is needed, as today's innovative schools design classes for knowledge. , not its transportation. It is argued that modern and relevant and key skills of the 21st century include: problem solving, critical thinking, creativity, collaboration, decision making, IT skills, self-regulation, communication, respect, information and economic literacy, which in turn require appropriate teaching methods of the 21st century. The role of teachers can no longer be limited to knowledge transfer, but should be well-guided, discussed and, of course, evaluated by students' progress so that they know when more support is needed. Today, innovative schools design classrooms for the pursuit of knowledge, not its transportation.

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RELATIONSHIP BETWEEN DECISION MAKING AND FLUID INTELLIGENCE IN YOUNG ADULTS: THE MEDIATOR ROLE OF SET-SHIFTING, PLANNING, PROBLEM SOLVING AND WORKING MEMORY

Yeni Symposium ◽

10.5455/nys.20190628102330 ◽

2019 ◽

pp. 1

Author(s):

Selin YILMAZ ◽

Hatice KAFADAR

Keyword(s):

Decision Making ◽

Working Memory ◽

Young Adults ◽

Problem Solving ◽

Fluid Intelligence ◽

Planning Problem ◽

Set Shifting ◽

Mediator Role

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Crisis leadership versus leadership in crisis

Journal of Emergency Management ◽

10.5055/jem.2006.0028 ◽

2006 ◽

Vol 4 (3) ◽

pp. 15

Author(s):

Saul B. Wilen, MD

Keyword(s):

Decision Making ◽

Risk Management ◽

Problem Solving ◽

Risk Taking ◽

Effective Leadership ◽

Leadership Skills ◽

Crisis Leadership ◽

Prevention Orientation

Effective leadership must already be in place when a crisis occurs. Leadership must be able to function during the crisis and effectively bring it to resolution so that recovery can begin and proceed as successfully as possible.The existing challenges reinforce the need for leadership that can operate on multiple planes. Competence, planning, and problem-solving abilities form the basis for determining a leader’s success. Innovation, decision making, a prevention orientation, risk taking, and risk management must all be part of the leadership skills package.

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