scholarly journals Perceptions of Teachers About Teacher Leadership: A Systematic Literature Review

2021 ◽  
pp. 236-251
Author(s):  
Kamran Akhtar Siddiqui ◽  
Zulfiqar Ali Chachar ◽  
Zuhaib Zafar ◽  
Masood Ahmed Dool ◽  
Akash Kumar
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Physical Environment ◽  
Middle Eastern ◽  
Educational Institutions ◽  
School Teachers ◽  
Teachers Perceptions ◽  
The Usa ◽  
Teachers Professional Development ◽  
Perceptions Of Teachers

Teacher leadership is pivotal for the development of educational institutions. However, teachers’ perceptions about teacher leadership have been under explored. In this study, the researchers review sixteen studies conducted in the USA, South Africa and other European, Asian, and Middle Eastern countries. Four themes emerged after analysis of the texts: perceptions of teachers about teacher leadership practices, factors influencing teacher leadership, teacher leadership development, and barriers to teacher leadership. Results show that teacher leaders are engaged in mentoring teachers, coordinating with administration, curriculum development and implementation, and subject matter development. The physical environment of the school, teachers’ age, experience, qualification, and support from the administration also influences teachers’ perceptions about teacher leadership. Teacher leadership development is influenced by teachers’ own beliefs, principals’ support and teachers’ professional development. Some barriers to teacher leadership are also discussed in this paper.

scholarly journals LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

2017 ◽  
Vol 6 (2) ◽  
pp. 222 ◽  
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Educational Institutions ◽  
Classroom Setting ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
Making Choices ◽  
Teaching Learning

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA).  Therefore, it is very essential  to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1]  professional development.  After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by  the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English.  LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for

scholarly journals TEACHERS’ PERCEPTIONS ON ADOPTING E-LEARNING DURING COVID-19 OUTBREAKS; ADVANTAGES, DISADVANTAGES, SUGGESTIONS

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Balqis Husain ◽  
Yenita Natasya Idi ◽  
Megawati Basri
Keyword(s):  
High School Teachers ◽  
Virtual Classroom ◽  
Educational Institutions ◽  
School Teachers ◽  
Home Study ◽  
Teachers Perceptions ◽  
Instructional Activity ◽  
E Learning ◽  
Convenience Sampling ◽  
Descriptive Method

This study is to know the teachers' perception of adopting a virtual classroom during a pandemic and discover the conveniences, obstacles, and suggestions when e-learning is being carried out. Sort of this research was qualitative using descriptive method. The method of choosing respondents used convenience sampling. Data collection used questionnaires and open-ended questions. Junior and senior high school teachers in North Maluku were respondents in this research. The subjects of this study were 92 respondents. To analyze the data using SPSS 17. Based on the finding, it found that majority of the teachers used several platforms for online home study during the lockdown. Either Single types of platforms or mixed e-learning was used to gain maximum results in instructional activity. Nine list advantages were addressed on e-learning; in the contrary, it also produced seven barriers. Additionally, the educators offered attractive and innovative ideas to tackle numerous obstacles among educators, students, and educational institutions

The Value of Using Micro-Teaching for K-12 New Teacher Leadership Development in a Pandemic Response

2021 ◽  
pp. 180-189
Author(s):  
Kristine Elizabeth Shipman ◽  
Darrell Norman Burrell ◽  
Dawn L. DiPeri ◽  
Alfreda Goods ◽  
Lisa Reyes
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Administrative Support ◽  
Leadership Skills ◽  
Educational Institutions ◽  
Integration Of Technology ◽  
Hands On ◽  
On Line ◽  
Development Approach ◽  
K 12

COVID-19 in 2020 has created a dramatic and instant shift of many K-12 educational institutions to distance learning often without the preparation and training required to be successful. The pedagogy and technology used in teaching are ever changing. The role of teacher/faculty development is to provide instructors with the tools and leadership skills to deal with these changes. Successful integration of technology and on-line in K-12 education must include (1) a connection to student learning, (2) hands-on technology, (3) curriculum-specific application, (4) active participation of teachers, (5) technical support, (6) administrative support, (7) adequate resources, and (8) continuous funding. This chapter looks at the value and utility using micro-teaching as a teacher leadership development approach to help K-12 educators become more effective and comfortable with on-line teaching.

scholarly journals TEACHER-EDUCATOR VERSUS TEACHER-LEADER

2016 ◽  
Vol 72 (1) ◽  
pp. 4-5
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Leadership Development ◽  
Teacher Leadership ◽  
Teacher Educator ◽  
The Other ◽  
Educational Institutions ◽  
Teacher Leader ◽  
Other Hand ◽  
Teaching Learning ◽  
Organisation Management ◽  
Leadership Influence

Recently, in Lithuanian educational discourse there has been a lot of discussion about leadership. This has become so popular phenomenon that quite often one even does not go deep into the most important parameters of this phenomenon. Leadership phenomenon is not a very new thing, having started to be investigated more exhaustively as far back as the second half of the 20th century, however, over the last decade a lot of attention has been devoted to this in Lithuania. One can reasonably assert, that this is even a matter of fashion. During the aforementioned period, various questions such as teacher leadership, leadership development in schools (as if everyone has to be only a leader), leadership influence on organisation management and other have been investigated in one way or another. On the other hand, quite a lot of attention has been devoted to school managers, having in mind that they should not be just managers, but real managers – leaders. There is no intention to discuss various leadership concepts or to give any recipes how to turn teachers and managers to leaders. Moreover, there exists a vast diversity of concepts. It is obvious, that poor, ineffective and unsuitable management affects the teachers and the teaching learning process itself. It is logical, that this aspect has to be evaluated, and only people suitably prepared and ready for this should become managers of educational institutions. On the other hand, it wouldn’t be fair to identify managers and management with leadership.

scholarly journals Constructivist Approach in a Paradigm of Public School Teachers′ Professional Development in Great Britain, Canada, the USA

2017 ◽  
Vol 7 (2) ◽  
pp. 7-12
Author(s):  
Nataliya Mukan ◽  
Olena Fuchyla ◽  
Halyna Ihnatiuk
Keyword(s):  
Professional Development ◽  
Great Britain ◽  
Public School ◽  
Continuing Professional Development ◽  
Developed Countries ◽  
Constructivist Approach ◽  
Public School Teachers ◽  
School Teachers ◽  
The Usa ◽  
Teachers Professional Development

Abstract The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

scholarly journals ‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school

2018 ◽  
Vol 48 (1) ◽  
pp. 133-163 ◽  
Author(s):  
Sally Wai-Yan Wan ◽  
Yuen-Shan Tse ◽  
Wing-Ki Tsang ◽  
Thomas Wing-Ki Lee ◽  
Ylena Yan Wong ◽  
...  
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Primary School ◽  
Teacher Leadership ◽  
Teacher Collaboration ◽  
Teachers Perceptions ◽  
Individual Interviews ◽  
Peer Network ◽  
Teacher Surveys ◽  
Field Notes

Teacher leadership is one of the essential factors in curriculum implementation. Curriculum development is never an easy task for teachers. Several studies have indicated that teacher leadership has led to school improvement and fostered student achievement and engagement in learning. However, most studies have focused on examining teacher leadership in Western contexts; rarely have studies been conducted to explore how teacher leadership takes place in an ‘East meets West’ context. The aims of the mixed-method study are the following: (a) to investigate teachers’ perceptions and experiences of teacher leadership, and (b) to explore how teachers act out teacher leadership in a peer network. This study used the case of a local primary school. Data collection methods included teacher surveys, individual interviews with teachers, and field notes from a one-day teacher shadowing. The data indicated that teachers were more oriented towards student learning, but insufficient space was available for enacting teacher leadership in terms of teacher collaboration, shared leadership and reflective practice. Thus, implications for teacher leadership development are discussed.

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