Micro-Credentialing Teacher Leadership

In this chapter, the authors explore the influence of a synchronous teacher leadership coaching design on supporting an educator's micro-credential experience within an established system. The authors include several experienced leadership coaches who had the opportunity to support teachers in this work. The coaching model created by this partnership was particularly interesting because it integrated established best practices of micro-credentials (e.g., tied to financial incentives), while also addressing some of the key challenges (e.g., communication). Findings include that coaching teacher leaders was especially useful to those teachers hesitant to start or complete a micro-credential on their own, thus making coaching a valuable tool for districts looking to implement micro-credentials districtwide.

PENGARUH KEPEMIMPINAN GURU DAN KETERAMPILAN MENAJEMEN KELAS TERHADAP PERILAKU BELAJAR SISWA DI SDI ISLAM 01 YMI WONOPRINGGO

One manifestation of teacher leadership is the existence of classroom management. For this reason, if teacher leadership is associated with teacher skills in classroom management, there is a very close relationship. The higher the quality of classroom management, the better the teacher’s leadership. Then further in a learning process in the classroom, it is expected to be able to create positive behavior when students are participating in learning activities. But in reality forming positive behavior when student are taking part in learning is not easy, it is necessary to have quality leadership and be accompained managment skills.the purpose of this study was to determine the effect of teacher ledership and classroom management skills on student learning behavior. Based on the result of the multiple linear based on the result of the multiple linear regression equation test conducted by the researcher, it can be concluded that teacher leadership and classroom management skills have an influence on student behavior. This is evidenced by the acquisition of the calculated F value 32,075 > F table 4,02

Relationship between factors of teachers’ leadership

Today, the traditional role of teachers is challenged, and teaching practice requires less time for face-to-face instruction, a unique position that does not impose responsibilities on one person (teacher or student) and creates a common teaching and learning space in which new knowledge is co-created and socially developed. This change requires teachers’ high professionalism and leadership skills, which is the key component of a successful educational process. Therefore, it is important for researchers, school principals, and teachers to understand better the predictive factors of teachers’ leadership, which should be developed, nurtured, and sustained. This study addresses the teachers’ leadership regarding their attitudes toward themselves, attitudes towards the school, teachers’ activeness, and stress experienced at school. The study involved 418 teachers from five regions in Lithuania. The findings indicate that the four analyzed factors, influencing teacher leadership are strongly interrelated. Moreover, the research results reveal determinants surrounding the factors of interest, which leads to a more complex understanding of underlying reasons and problems related to practicing teachers’ leadership at school.

Teachers’ Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge

Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers’ conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description—transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher–student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher–student learning in the classroom.

Teachers’ Leadership and Students’ Motivation to Learn English

<p><strong>Abstract: </strong>Teacher leadership is a leadership attitude shown by the teachers involving idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This study is conducted to investigate the relationship between teacher leadership and students’ motivation to learn English. By knowing the association between these variables, English teachers will be able to strategize in conducting the learning process in class to motivate their students. If students are motivated in learning English, then their performance and achievement might increase too. The design of the study is correlational. The relationship is determined by correlating scores from two questionnaires given to the students. The result indicated that there is a positive moderate relationship between teacher leadership and students’ motivation in learning English. The correlation coefficient is 0.342. It means that the higher the degree of teachers’ leadership, the higher the students’ motivation. In contrast, when the teachers have low degree of leadership, the students will gradually lose their motivation. In conclusion, the result of this study has shown that there is a significant relation between teachers’ leadership and students’ motivation.</p><strong>Abstrak:</strong> Kepemimpinan seorang guru dalam melakukan pembelajaran di dalam kelas dapat dilihat melalui beberapa hal, yaitu <em>idealized influence</em>, <em>inspirational motivation, intellectual stimulation, </em>dan<em> individualized consideration</em>. Penelitian ini dilakukan untuk menginvestigasi hubungan antara kepemimpinan guru dengan motivasi siswa dalam belajar Bahasa Inggris. Dengan mengetahui hubungan antar dua variabel ini, guru dapat mengatur strategi lebih baik dalam melakukan proses belajar di kelas. Hasil penelitian mengindikasikan adanya hubungan positif yang sedang antara kepemimpinan guru dengan motivasi siswa dalam belajar <strong>b</strong>ahasa Inggris. Koefisien korelasinya adalah 0.342. <strong>Hal i</strong>ni berarti semakin tinggi kualitas kepemimpinan guru, semakin baik pula motivasi siswa dalam mempelajari Bahasa Inggris. Begitu pula jika guru mempunyai kualitas kepemimpinan yang rendah, maka besar kemungkinan bahwa lambat laun siswa akan kehilangan motivasi dalam belajar Bahasa Inggris. Kesimpulannya, kepemimpinan guru mempunyai hubungan yang signifikan dengan motivasi siswa dalam belajar bahasa Inggris.