Journal articles on the topic 'Teacher leadership'
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Chien, Chin-Wen. "Taiwanese elementary school English teachers' perception of teacher leadership." Research in Education 108, no. 1 (November 14, 2018): 46–61. http://dx.doi.org/10.1177/0034523718809390.
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This study used documents, interviews, and questionnaires to explore 10 Taiwanese elementary school English teachers’ perceptions of teacher leaders and leadership and to what extent their background influenced their perceptions of leadership. The conceputal framework was developed based on the component of teacher leaderships, principles for leadership and domains of leaderships. The study had the following major findings. First, participants unanimously agreed on the perceptions of leaders in terms of teaching as an important profession, the influence of institutions on teacher leaders, and teacher leaders’ roles in decision making. Secondly, participants disagreed in their perceptions about balancing between being teachers and teacher leaders and teacher leaders’ roles in school-wide plans. Next, English teachers’ age, school size, and years of teaching experience were the major factors for such discrepancies. Arousing English teachers' awareness of instructional leadership is crucial in the language teacher education.
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Xu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking." Journal of Education and Development 6, no. 4 (August 6, 2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.
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Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
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Cheung, Rebecca, Thomas Reinhardt, Elisa Stone, and Judith Warren Little. "Defining teacher leadership." Phi Delta Kappan 100, no. 3 (October 22, 2018): 38–44. http://dx.doi.org/10.1177/0031721718808263.
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Teacher leadership is widely thought to be critical to the success of local school improvement efforts. But it’s often unclear what teacher leadership entails, precisely. Supported by district-level staff, and with assistance from a university-based research team (the authors of this article), a group of science teacher leaders created a conceptual framework to guide their work. Teacher leadership, they concluded, involves four main activities: collaborating with teachers, modeling effective instruction, providing resources, and advocating on teachers’ behalf.
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Odell, Sandra J. "Preparing Teachers for Teacher Leadership." Action in Teacher Education 19, no. 3 (October 1997): 120–24. http://dx.doi.org/10.1080/01626620.1997.10462884.
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Rinaldi, Eldion Akbar, Suhaimi, and Juhriyansyah Dalle. "The Influence of Transformational Leadership of Principals, Work Ethic, and Motivation to Achievement for Teacher Performance of Vocational High School in Banjarmasin City." Journal of K6 Education and Management 4, no. 2 (October 11, 2021): 232–43. http://dx.doi.org/10.11594/jk6em.04.02.11.
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This study aims to describe and analyze: the transformational leadership of the principal, work ethic, motivation of achievement, and teacher performance; the influence of transformational leadership towards the motivation of achievement; the influence of work ethic towards the motivation of achievement; the influence of transformational leadership on teacher performance; the influence work ethic towards teacher performance; the influence motivation to achieve the performance of teachers; the influence transformational leadership of teacher performance through the motivation of achievement; the influence work ethic towards teacher performance through the motivation of achievement. This research uses a descriptive-verificative research method with a quantitative approach—the number of samples of this study is 176 teachers. Data collection instruments are questionnaires that have qualified for validity and reliability tests. Data analysis to test hypotheses using path analysis with multiple regression methods. The results showed that: the transformational leadership of the principal, the work ethic of the teacher, teacher performance motivation, and teacher performance fall into the high category; there is a direct influence of the headmaster's transformational leadership on the teacher's outstanding motivation; the direct influence of the work ethic on the teacher's achievement motivation; there is a direct influence of the principal's transformational leadership on teacher performance; there is a direct influence of the work ethic on the teacher's performance; there is a direct influence of the teacher's motivation on teacher performance; there is an indirect influence of the headmaster's transformational leadership on the teacher's performance through the motivation of the achievement; there is an indirect influence of the work ethic on the teacher's performance through the motivation of the teacher.
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Herman, Maman, Lilis Kholisoh, and Asep Ahmad Rifa’i. "The Influence of Transformational Leadership and Teacher Work Culture on Teacher Performance." Journal of Sosial Science 2, no. 2 (March 25, 2021): 183–93. http://dx.doi.org/10.46799/jsss.v2i2.94.
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The purpose of this study is to analyze and examine the influence of the principal's transformational leadership on teacher performance, the effect of teacher work culture on teacher performance, and the influence of principal transformational leadership and teacher work culture on teacher performance. This research method is descriptive quantitative. The data collection techniques are observation and questionnaires to 56 teachers/respondents. The data analysis technique is carried out through regression correlation analysis with statistical data processing of SPSS 17.0. The results show that the principal's transformational leadership in SMA Sariwangi District, Tasikmalaya Regency, is in the high criteria. The hypothesis testing results indicate that the principal's transformational leadership has a positive effect on teacher performance. The more effective the transformational leadership of the principal, the more teacher performance increases. Second, the work culture of teachers in SMA Sariwangi District, Tasikmalaya Regency is in high criteria. The results of hypothesis testing indicate that teacher work culture has a positive effect on teacher performance. The higher the work culture of the teacher, the higher the teacher's performance. Third, teachers' performance in SMA Sariwangi District, Tasikmalaya Regency, is generally at high criteria. The hypothesis testing results indicate that the principal's transformational leadership and teacher work culture positively influence teacher performance. It means that the more influential the principal's transformational leadership is and the higher its work culture, the more teacher performance increases.
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Starr, Joshua P. "Leadership." Phi Delta Kappan 99, no. 4 (November 27, 2017): 72–73. http://dx.doi.org/10.1177/0031721717745549.
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In the conclusion to her 2014 book The Teacher Wars, the journalist Dana Goldstein offers 11 recommendations for increasing the professional status of teachers in the U.S. Her suggestions — such as increasing teacher pay, supporting professional learning communities, and encouraging teachers to observe each other in the classroom — offer excellent starting points for high-level policy debates, says Joshua P. Starr. From the perspective of a local school superintendent, however, each of these ideas needs some refinement.
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Kılınç, Ali Çağatay, Mehmet Şükrü Bellibaş, and Fatih Bektaş. "Antecedents and outcomes of teacher leadership: the role of teacher trust, teacher self-efficacy and instructional practice." International Journal of Educational Management 35, no. 7 (October 19, 2021): 1556–71. http://dx.doi.org/10.1108/ijem-04-2021-0148.
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PurposeMuch of the literature on school leadership has concerned itself with the leadership practices of school principals, largely ignoring the leadership capacity of teachers. Much remains unexplored regarding the factors influencing teacher leadership, as well as the impact it has on teaching and learning. Addressing this gap in the literature, this study sought to investigate (1) whether teacher trust influences teacher leadership and (2) whether teacher leadership influences instructional practices directly or indirectly through teacher self-efficacy.Design/methodology/approachThe study employed a cross-sectional survey design using quantitative methods. A total of 618 teachers participated in the study. By performing structural equation modeling (SEM), we examined the direct and indirect effect of teacher leadership on instructional practice, with self-efficacy as the mediating variable while teacher trust was treated as the antecedent of teacher leadership.FindingsThe results indicated that teacher trust had a direct effect on teacher leadership, and while teacher leadership had no direct effect on instructional practices, an indirect effect was evident through the mediating effect of teacher self-efficacy.Research limitations/implicationsOur findings suggested that teacher leadership is a salient factor that influences teacher instructional practice by enhancing teachers' belief in their capability to cope with problems and improve student learning. Moreover, teacher trust provides intangible support for teachers to engage in leadership work. Since the current study employed a cross-sectional survey rather than a longitudinal one, we cannot accurately establish causal relationships among the study variables.Originality/valueThis study adds nuance to the literature on teacher leadership, where there is still limited international evidence regarding the factors that influence the enactment of teacher leadership, as well as those that mediate its effects on teaching and learning.
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Bush, Tony. "Teacher leadership." Educational Management Administration & Leadership 43, no. 5 (August 26, 2015): 671–72. http://dx.doi.org/10.1177/1741143215592333.
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Noviyanti, Resti. "Pengaruh Kepemimpinan Kepala Madrasah Dan Etos Kerja Guru Terhadap Kinerja Guru Madrasah Tsanawiyah Negeri Kota Bandar Lampung." El-Idare: Jurnal Manajemen Pendidikan Islam 7, no. 1 (July 17, 2021): 53–67. http://dx.doi.org/10.19109/elidare.v7i1.8165.
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This article discusses the influence of madrasa principal leadership and teacher work ethic on the performance of state MTs teachers in Bandar Lampung City. The approach used in this research is quantitative research. The research data were analyzed using descriptive analysis assisted by SPSS For Windows 22. Data from each variable were collected separately by filling out a questionnaire that was compiled. The sample in this study was 53 educators who were determined randomly (random sampling). The results showed that there was a positive influence of the madrasa principal's leadership on teacher performance. This proves that improving the leadership of madrasah principals can improve teacher performance. Second, there is a positive influence of teacher work ethic on teacher performance. This proves that improving the work ethic of teachers can improve teacher performance. Third, the joint positive influence of the principal's leadership and the teacher's work ethic on teacher performance. This proves that improving the leadership of madrasah principals and teacher work ethic can improve teacher performance. The implication of this study is that there is a positive influence on the leadership of the madrasah principal and teacher work ethic on the performance of State MTs teachers in Bandar Lampung City. This shows that efforts to improve teacher performance must always pay attention to these two elements. In other words, teacher performance can be improved along with improving the leadership quality of the madrasa principal and teacher work ethic.
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Leblanc, Patrice R., and Maria M. Shelton. "Teacher Leadership: The Needs of Teachers." Action in Teacher Education 19, no. 3 (October 1997): 32–48. http://dx.doi.org/10.1080/01626620.1997.10462877.
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Poetter, Thomas S. "Rethinking Teacher Leadership with Prospective Teachers." Teaching Education 10, no. 2 (March 1999): 141–50. http://dx.doi.org/10.1080/1047621990100215.
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Wan, Sally Wai-Yan, Yuen-Shan Tse, Wing-Ki Tsang, Thomas Wing-Ki Lee, Ylena Yan Wong, Ada Wing-Tung Wan, and Wai-Po Eunice Wan. "‘Who can support me?’: Studying teacher leadership in a Hong Kong primary school." Educational Management Administration & Leadership 48, no. 1 (August 12, 2018): 133–63. http://dx.doi.org/10.1177/1741143218792910.
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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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Brandisauskiene, Agne, Jurate Cesnaviciene, and Ramute Bruzgeleviciene. "Teacher leadership in Lithuania." Management 24 (May 29, 2019): 123–36. http://dx.doi.org/10.30924/mjcmi.24.si.8.
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Over the past 25 years, Lithuania has established a system of education based on humanistic and democratic relationships. In this system, teacher leadership is highly important, as it serves as the basis for school community “reculturisation” and improvement. The aim of the current article is to overview the situation of teacher leadership in Lithuania, emphasising the aspect of teacher cooperation. The three characteristics of Lithuanian teacher leadership that we present demonstrate that teacher cooperation remains a challenge in the country. Teachers are reluctant to discuss and render improvement proposals, and lack experience of teamwork. Nevertheless, it is to be expected that the ongoing project “Time for Leaders,” will produce the necessary cultural change required to create a learning network of teachers and establish genuine, open and professional dialogue.
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Rachma, Yoesoep Edhie, Ahmad Mokan, Eulis Sri Rosyidatul Badriyyah, Evi Gusliana, and Muhamad Risal Tawil. "The Effect of Principal Transformational Leadership and Motivation on Performance of Teacher in Islamic Elementary School." Journal on Education 5, no. 3 (February 4, 2023): 7043–56. http://dx.doi.org/10.31004/joe.v5i3.1493.
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This study aims to analyze and find: (1) the direct effect of the principal's transformational leadership on teacher performance (2) the direct effect of teacher work motivation on teacher performance (3) the direct effect of the principal's transformational leadership on teacher work motivation, and (4) the indirect effect of transformational leadership of school principals on teacher performance through teacher work motivation. This study uses quantitative methods with data analysis techniques using path analysis. Data collection was carried out using questionnaires, interviews, observation, and documentation. The population in this study was all teachers at SDIT Al-Haraki Depok, totaling 45 teachers. The sampling technique used was random sampling, with sample size referring to the table for determining the number of samples developed by Isaac and Michael with an error rate of 5% and a confidence level of 95%, so that the sample in this study was 40 teachers. The results showed that (1) there was a direct effect of the principal's transformational leadership on teacher performance by 31.5% and (2) there was a direct effect of teacher motivation on teacher performance by 32.8%. (3) There was a 62.5% direct effect of transformational leadership on teacher work motivation; (4) There is a 20.5% indirect effect of transformational leadership on teacher performance through teacher work motivation. Then simultaneously, the effect of the principal's transformational leadership and the teacher's work motivation on teacher performance is 77.6%. In this study, the principal was able to create change and achieve good performance, build a spirit of togetherness and discipline, and motivate teachers and employees to work optimally, which ultimately builds organizational awareness among teachers and employees by developing an attitude of belonging and a sense of responsibility for achieving the highest achievement.
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Gningue, Serigne Mbaye, Roger Peach, Adeeb M. Jarrah, and Yousef Wardat. "The Relationship between Teacher Leadership and School Climate: Findings from a Teacher-Leadership Project." Education Sciences 12, no. 11 (October 26, 2022): 749. http://dx.doi.org/10.3390/educsci12110749.
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A positive school climate and teacher leadership have both been shown to have beneficial effects on student achievement. This study was part of a wider research effort designed to assess the effects of a teacher-leadership development project. We hypothesized that there was a positive relationship between teacher leadership development and school climate. Seventy project participants from two cohorts responded to a teacher-leadership survey and 891 personnel from 42 schools from which participant teachers were drawn responded to a school climate survey. We found that, generally, there was little relationship between school climate and teacher-leadership development. However, a more fine-grained analysis showed that, for Cohort 2, schools that encourage teacher-to-teacher interactions are likely to see personal growth and development in teacher leaders in their staff. Additional findings suggest that if teacher-to-teacher interactions are encouraged, then teachers will increase their development as teacher leaders. However, as the results are correlational and not causal, it may be that, as teachers engage more in professional development activities, they encourage more positive teacher-to-teacher interactions in their school.
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Lee, Bo-Young, Hae Deok Song, and YeonKyoung Kim. "The Effects of Teachers' Digital Literacy and Transformational Leadership of School Principals on Teachers’ Innovative Teaching Behavior with ICT Mediated by Teacher Engagement." Korean Journal of Teacher Education 38, no. 6 (November 30, 2022): 265–91. http://dx.doi.org/10.14333/kjte.2022.38.6.13.
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Purpose: The purpose of this study was to verify the factors affecting teachers' innovative behavior with ICT in the Covid-19 situation, and to provide theoretical and practical implications of teachers' innovative behavior using ICT such as online education. Methods: For this purpose, the structural relationship between teachers' digital literacy, school principal's transformational leadership, teacher engagement, and teachers' innovative behavior with ICT was verified. Data collected from 639 elementary, middle and high school teachers nationwide were analyzed by applying the structural equation model. Results: First, digital literacy and the teacher engagement of teachers had a direct and significant effect on innovative behavior with ICT, but the principal's transformational leadership did not have a significant effect on innovative behavior with ICT. Second, the teacher's digital literacy and the principal's transformational leadership had a direct and significant effect on teacher engagement. Third, as a result of verification of the mediating effect of teacher engagement, it was verified that teacher engagement had a mediating effect in the relationship between the digital literacy of teachers and innovative behavior with ICT, and the transformational leadership of the principal and innovative behavior with ICT. In particular, in the relationship between the principal's transformational leadership and innovative behavior with ICT, teacher engagement had a full mediating effect. Conclusion: Teachers' digital literacy and principal's transformative leadership were confirmed to possess direct and indirect factors affecting teachers' innovative behavior with ICT. Teacher engagement plays an important role in the relationship between relevant factors and teachers' innovative behavior with ICT, and it is necessary to consider ways to enhance teacher engagement in order to improve teachers' innovative behavior with ICT.
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Widiansyah, Subhan, Muhammad Agus Hardiansyah, and Mohammad Naim. "TEACHER LEADERSHIP IN INCREASING THE EFFECTIVENESS OF SOCIOLOGY LEARNING." Jurnal Pendidikan Sosiologi dan Humaniora 13, no. 2 (October 1, 2022): 787. http://dx.doi.org/10.26418/j-psh.v13i2.58390.
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This study aims to determine the leadership spirit of sociology teachers who are members of the Sociology Subject Teacher Consultation (MGMP) in Banten Province. Previous research has shown that students' motivation and learning achievement are highly dependent on the leadership spirit of teachers and teachers have a major role in shaping students' personalities. This shows that the teacher's leadership spirit affects students' learning motivation, and this leadership spirit has an important role for students to learn, work on, and complete school assignments. This research uses descriptive qualitative research methods which are carried out to members of the Sociology MGMP of Banten Province. This research will be a reference for sociology teachers in order to grow the leadership spirit of sociology teachers. This study uses descriptive qualitative research by interviewing sociology teachers and conducting Focus Group Discussions (FGD) to formulate effective leadership training for these teachers. Researchers facilitate and analyze the needs of sociology teachers in realizing effective sociology learning. Based on the results of the FGD and interviews, it was concluded that an effective teacher is a teacher who is able to adapt his leadership style to the situation and condition of the students. Teachers cannot only apply certain leadership patterns without paying attention to the needs of their students, effective teachers are adaptive teachers and can see situations and conditions when to be authoritarian and when to be democratic.
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Pardede, Nurmaliyah. "Pengaruh Kepemimpinan Kepala Sekolah Terhadap Motivasi Kerja Guru di SMP Negeri 1 Kota Pematangsiantar." AL-IRSYAD 11, no. 2 (February 2, 2022): 279. http://dx.doi.org/10.30829/al-irsyad.v11i2.11090.
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<p><em>In an effort to improve the quality and quality of education, teacher performance is the main target. Furthermore,there needs to be serious and deep attention to improving teacher performance from various related parties such as principals, school stakeholders, supervisors,and the Minister of Education andCulture. Theperformance of the teacher can be influenced by several factors, one of which is the leadership of the Principal. If the better and conducive the leadership of a Principal, the better the motivation of the work of teachers who are in the scope of the School and its leadership. This research was conducted to find out how much influence the leadership of the principal has on the motivation of teachers at SMPN 1 Pematangsiantar city. The method used in this study is a qualitative method. The results of the study, are: 1. The leadership of the principal greatly affects the performance of teachers. Which means that the more conducive the leadership presented by the principal, the better the performance of the teachers. 2. A teacher's work motivation can also affect how high he or she performs. Which means that the better and higher the motivation of the teacher's work to carry out his duties and responsibilities, the better the performance he does. 3. There is also a significant influence between the leadership of the principal with work motivation that equally affects and can improve teacher performance. Therefore, the better the leadership of the principal and work motivation, the higher the performance of the teacher.</em></p>
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Sugeng, Aslamiah, and Sulaiman. "The Effect of Organizational Culture, Transformational Leadership, and Teacher Motivation Towards Teacher Organizational Commitment at State Vocational High Schools Banjarbaru." Journal of K6 Education and Management 4, no. 3 (December 26, 2021): 272–81. http://dx.doi.org/10.11594/jk6em.04.03.02.
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This study aimed to describe and analyze the direct and indirect effects of organizational culture, transformational leadership of school principals, and teacher motivation on the organizational commitment of teachers of State Vocational High Schools in Banjarbaru. This study used a quantitative approach. The population in this study was 177 teachers with samples of 122 teachers. The researcher used a random sampling technique to select the samples. To collect the data, the researcher used a questionnaire as an instrument that had been tested to ensure its validity and reliability requirements. The data were analyzed through descriptive analysis, classical assumption test, multiple regression analysis, and path analysis. The results of this study indicate that there was an effect of organizational culture on teachers' organizational commitment, teachers' motivation on teacher organizational commitment, organizational culture on teachers' motivation, transformational leadership of principals on teachers' motivation, organizational culture through motivation towards teacher organizational commitment, and transformational leadership of principals through motivation to the commitment of the teacher's organization. There was no effect of the principal's transformational leadership on teachers' organizational commitment. Thus, this study concludes that there was a direct and indirect positive influence on organizational culture, principal transformational leadership, and teacher motivation on teacher organizational commitment.
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Kalalo, Rieneke R., Jola Silvana Kalangi, Lenda Lumentah, and Elsje Lintong. "relationship between the leadership behavioral factors and the work motivation to the teacher performance in SMK Negeri 3 Manado." International journal of social sciences 5, no. 3 (September 27, 2022): 249–55. http://dx.doi.org/10.21744/ijss.v5n3.1957.
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Teacher leadership in school is increasingly being demanded to be able to improve the quality of teachers. It is required to do the analysis of the leadership behaviors toward teacher performance, the relationship between work motivation and teacher performance as well as the relationship between Leadership Behavior and Work Motivation towards Teacher Performance. This research is based on a qualitative approach. In this study, the research sample is all members of the population unit totaling 13 people. The data collected was using a questionnaire instrument. The collected data of the researchable variable was analyzed by using the correlation technique of Product Moment and Double Correlation. The result of the research states that there was a relationship between leadership behavior and teacher performance in SMK Negeri 3 Manado, which was furthermore found as the relationship between work motivation and teacher performance as well as the relationship between leadership behavior and work motivation aligned with the teacher performance. In sum, the leader must apply behavioral leadership that builds school organization and motivation for teacher performance in their work environment. The teacher's performance on motivation needs to get improved, encouraged, and facilitated so that it will increase the professional performance of the teachers.
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Angelle, Pamela S., and Corey A. DeHart. "Teacher Perceptions of Teacher Leadership." NASSP Bulletin 95, no. 2 (June 2011): 141–60. http://dx.doi.org/10.1177/0192636511415397.
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Angelle, Pamela, and Ginger M. Teague. "Teacher leadership and collective efficacy: teacher perceptions in three US school districts." Journal of Educational Administration 52, no. 6 (August 26, 2014): 738–53. http://dx.doi.org/10.1108/jea-02-2013-0020.
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Purpose – Collective efficacy and teacher leadership, two constructs central to school reform, were examined in this quantitative study of three school districts. The purpose of this paper is to examine the relationship between teacher perceptions of the extent of teacher leadership and the extent of collective efficacy. Research was guided by the following questions: Do teachers who perceive a strong sense of collective efficacy also perceive a greater extent of teacher leadership in their schools? Are there differences in perceptions of collective efficacy and the factors of teacher leadership, specifically, sharing expertise, shared leadership, supra-practitioner, and principal selection? Design/methodology/approach – Data were collected utilizing two instruments, the Teacher Leadership Inventory (TLI) (Angelle and DeHart, 2010) and the Teacher Efficacy Belief Scale – Collective Form (Olivier, 2001). Descriptive statistics and ANOVA were run to examine mean differences by district in teacher collective efficacy and the extent of teacher leadership in the school (n=363). In addition, ANOVA were run to examine district differences in the four factors on the TLI. A one-way ANOVA contrasted the overall collective efficacy mean scores of Districts A, B, and C. Demographic data were also collected from participants. Findings – Findings indicate a clear and strong relationship between collective efficacy and teacher leadership. District B was markedly stronger in teacher leadership and collective efficacy than the other two districts. The highest percentage of participants indicating they have a leadership role were from District B. Findings from this study also indicate that teachers perceive the informal aspects of teacher leadership as a greater indicator of collective efficacy. District B, which reported significantly higher collective efficacy than did District A or C, also reported a significantly lower extent of principal selected teacher leadership. Formal roles such as department heads and grade level chairs were not perceived as extensive indicators of teacher leadership as were teacher roles in collaboration or extra role behaviours. Research limitations/implications – This study took place in three small districts in a southeastern US state. Generalizability to larger school districts should be approached with caution. This study may be limited in that teacher leaders may have a greater tendency to complete a survey on teacher leadership than teachers who do not take on leadership roles. Practical implications – This study provides support for developing shared leadership which can impact the collective beliefs of the faculty in a positive manner. Results from this study affirms those leaders who believe in the power of professional learning communities, shared decision making, and other indicators of teacher leadership. Success of teacher leaders depends, in large part, on the principal's philosophy of power sharing in the context in which they work. Teachers can be given the power to lead but they must also be willing to accept the roles this power brings. Originality/value – While several studies have been conducted on collective efficacy in schools, most of these studies have been quantitative. Studies of teacher leadership have tended to focus on the formal roles of teacher leaders with a qualitative. Using quantitative methodology for collective efficacy and teacher leadership, this study approaches teacher leadership from an organizational perspective, examining the extent to which both informal and formal, or principal selected, teacher leadership exists across the school. The authors also argue that teacher leadership is a construct greater than administrative roles assigned to teachers but also includes informal leadership, primarily through their influence on organizational effectiveness.
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Mubarak, Rafiq, and Achadi Budi Santosa. "MADRASAH SCHOOL LEADERSHIP TO IMPROVE TEACHER PERFORMANCE." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 3, no. 1 (June 29, 2020): 58–66. http://dx.doi.org/10.36768/abdau.v3i1.113.
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The purpose of the research is to describe the leadership of madrasah headmaster to improve teacher performance. This research method uses qualitative methods and the research subjects are madrasah school principals and teachers. Data collection is done with interviews, observation, and documentation. The data analysis uses miles & Huberman analysis models with the sequence of data collection, data reduction, data presentation, and deduction. This research shows (1). The importance of the leadership role of the madrasah headmaster to improving teacher performance through a teacher's professional improvement by attending a seminar, subject teachers' deliberations (MGMP) (2). The leadership of the madrasah school principal in creating a conducive cultural climate of madrasah school which encourages teachers in teaching students to improve their character and moral of the learners.
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York-Barr, Jennifer, and Karen Duke. "What Do We Know About Teacher Leadership? Findings From Two Decades of Scholarship." Review of Educational Research 74, no. 3 (September 2004): 255–316. http://dx.doi.org/10.3102/00346543074003255.
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The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals numerous small-scale, qualitative studies that describe dimensions of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership. Less is known about how teacher leadership develops and about its effects. In addition, the construct of teacher leadership is not well defined, conceptually or operationally. Future research focused on the differentiated paths by which teachers influence organizational capacity, professionalism, instructional improvement, and student learning has the potential to advance the practice of teacher leadership. A conceptual framework is offered to guide such inquiry.
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Szeto, Elson, and Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives." International Journal of Leadership in Education 21, no. 3 (January 11, 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.
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Annisya, Annisya, and Zaka Hadikusuma Ramadan. "The Principal’s Leadership and Performance Result." Jurnal Ilmiah Sekolah Dasar 5, no. 2 (July 19, 2021): 186. http://dx.doi.org/10.23887/jisd.v5i2.35486.
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Teacher performance was currently not optimal; this can be seen from the low learning outcomes of students. one of the factors that influence the success of teacher performance was the Principal's leadership. Therefore, research was conducted that aimed to analyze the Principal's leadership with the teacher's performance. The type of research conducted was descriptive qualitative. The data was collected by interviewing head master, 3 school staff and selected students from 2 students. The data collection methods used are interviews, observations, and documentation. Analysis of the data used analysis techniques from Miles and Huberman. The results stated that good principal leadership in planning, organizing, deploying, coordinating, and supervising will affect teacher performance in performing designing tasks, carrying out learning, assessing learning, conducting guidance, and performing additional tasks. So, the Principal's leadership was good, then the teacher's performance was good, which directly affected the quality of learning. To improve teacher performance, the headmaster must conduct a supervised program to help teachers carried out their duties.
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Frost, David. "Teacher leadership and educational innovation." Zbornik Instituta za pedagoska istrazivanja 42, no. 2 (2010): 201–16. http://dx.doi.org/10.2298/zipi1002201f.
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This national conference was arranged by the Ministry of Education to support the drive to modernize the education system as a whole. This paper is based on David Frost?s presentation which explored the links between a transformative view of education, the nature of innovation and the need to develop teacher leadership. It is argued that, in transformative education, learning centres on the cultivation of capacities and dispositions. These are exemplified and illustrated. Key concepts such as agency, meta-learning, self-regulation and their link to citizenship are explained. The distinction is drawn between implementation and innovation as a process which is both long and arduous. It is argued that such a process of innovation demands learning at all levels (students, teachers, the school, the system), but teacher leadership is where the most potential lies. Stories of teacher leadership are used to illustrate what can be achieved and claims are made as to the benefits of teacher leadership. It is claimed that teacher leadership can mobilise teachers? capacity for leading change, improve quality in the system and build professional knowledge that teachers trust. The paper concludes by outlining the theory of teacher leadership promoted by the International Teacher Leadership project.
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Ramdaniar, Hennny. "KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MOTIVASI MENGAJAR GURU DI SMP SWASTA AMAL BAKTI MEDAN." JURNAL EDUSCIENCE 9, no. 3 (December 10, 2022): 850–58. http://dx.doi.org/10.36987/jes.v9i3.3462.
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This study aims to determine the leadership of the principal at Amal Bakti Private Middle School Medan, then the efforts of the principal in increasing teacher teaching motivation, and reveal the principal's leadership and teacher motivation at Amal Bakti Private Middle School Medan. The population in this study were principals and teachers, totaling 11 people. The results of interviews in the field with the principal and some of the teachers at Amal Bakti Private Middle School Medan, the conclusion is that the principal's leadership in increasing the motivation of teachers at the school is the first to be carried out by looking at the operational management of the school, by implementing the curriculum and teaching students, teacher personnel , and administrative personnel, facilities and infrastructure, finances, as well as relations with parents and relatives of students, always tend to apply the democratic type. In an effort to increase teacher motivation to teach, steps are taken to improve teacher welfare, school financial transparency, always open dialogue with teachers as often as possible, give awards to outstanding teachers, and continuously complement facilities and infrastructure. The influence of the principal's leadership on increasing teacher motivation to teach can occur well due to a sense of togetherness, a sense of kinship, a sense of belonging, a sense of responsibility and a growing desire to move forward together.Key Words : Principal Leadership, Increasing Teacher's Teaching Motivation.
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Nurhayati, Nurhayati. "SCHOOL LEADERSHIP, PERSONALITY, DAN MOTIVASI, TERHADAP PROFESIONALISME GURU SEKOLAH DASAR." Jurnal Pendidikan Dasar 7, no. 1 (May 30, 2016): 100. http://dx.doi.org/10.21009/jpd.071.09.
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The study aims to determine the impact of school leadership, personality, and motivation in the professionalism of teachers of State Primary School. Data analysis technique used is path analysis. Data population was selected by random sampling, from 10 groups selected one group, about 82 teachers. Data was obtained by questionnaire which has been tested. In conclusion, professionalism of teacher in state primary schools, has a variety of characteristics, professionalism of teachers influenced either by several variables, including the school leadership, personality, and motivation. The implication is that the professionalism of teacherswillincrease if there is, good school leadership, good personality of a teacher, and high teacher motivation.
Keyword : school leadership, personality, motivasion
Penelitian bertujuan untuk mengetahui pengaruh school leadershif, personality, dan motivasi terhadap profesionalisme guru Sekolah Dasar. Teknik analisis data yang digunakan adalah analisis jalur. Populasi data dipilih secara Random Sampling, dari 10 gugus terpilih satu gugus, sebanyak 82 guru. Data diperoleh dengan angket yang telah diuji coba. Kesimpulannya, profesionalisme guruSekolah Dasar, memiliki keragaman karakteristik, profesionalisme guru dipengaruhi oleh beberapa variabel, diantaranya, school leadership, kepribadian personality, dan motivasi. Implikasinya bahwa profesionalisme guru akan semakin meningkatapabila terdapatschool leadership yang baik, personality guru yang baik, dan motivasi guru yang tinggi.
Kata kunci : profesionalisme guru, school leadership, personality, motivasi
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Tsang, Kwok Kuen, Yixuan Du, and Yuan Teng. "Transformational leadership, teacher burnout, and psychological empowerment: A mediation analysis." Social Behavior and Personality: an international journal 50, no. 1 (January 12, 2022): 1–11. http://dx.doi.org/10.2224/sbp.11041.
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Since the 1990s, teachers have become more prone to job burnout as education reforms worldwide have intensified their workload. We examined the relationships between teacher burnout, transformational leadership, and psychological empowerment among 339 primary and secondary school teachers in China. Results show that transformational leadership and psychological empowerment negatively predicted teacher burnout, and the transformational leadership–teacher burnout relationship was mediated by psychological empowerment. Of the four dimensions of psychological empowerment, the meaning, selfdetermination, and competence dimensions significantly mediated the transformational leadership–teacher burnout relationship. Thus, transformational leadership alleviated teacher burnout because it enhanced teachers' sense of work meaningfulness, self-determination, and competence.
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De Klerk, Edwin Darrell, and Natalie Jane Pauline Smith. "Teachers’ Perceptions about Leadership: Towards an Innovative Collaborative Teacher Leadership Development Framework for Schools." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 1–17. http://dx.doi.org/10.26803/ijlter.21.2.1.
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The development of the literature on teacher leadership in the academic realm has been exponential, but the quest for more leadership knowledge seems to be inexhaustible. The purpose of this paper is to analyze teachers’ perceptions with respect to their leadership abilities. Email interviews were conducted with nine teachers from two primary and two secondary schools to obtain their views regarding teacher leadership, whilst affording them opportunities to make suggestions for collaborative teacher leadership development. Having employed a phenomenological approach and thematic analysis as method, this paper proposes a collaborative teacher leadership development framework (CTLDF). Significant about the CTLDF is that teacher leaders should consider ausgang as a way of opening the door for collaboration, homo economicus as a collaborative act and parrhesia as autonomy towards collaborative teacher leadership. The findings reveal that teacher leaders should cultivate a readiness to create opportunities for collaborative leadership development. The study recommends that teacher leaders should first have to be cognizant about their own individual strengths, whilst slowly starting initiatives to collaborate in order to sustain improvements in teacher leadership practices.
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Nurdin, Nurdin. "The Effect of Teachers’ Perceptions on Principal’s Leadership and Teaching Motivation on Teacher Performance in Learning." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2043–46. http://dx.doi.org/10.33487/edumaspul.v6i2.4488.
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This study aims to determine the magnitude of the influence of teacher perceptions of principals 'leadership and motivation to propel teachers' performance in learning. This research method is survey research. The subjects of this study were 80 teachers taken randomly at Tambun-Bekasi 2 High School. Data was collected by questionnaire instruments using skla likert. The validity of the data is obtained by validity and reliability, all data has a normal distribution. The results of the study showed that teachers 'perceptions of principals' leadership had a significant influence on teacher performance in learning. Likewise the motivation of teaching gives a significant influence on teacher performance in learning. The coefficient of determination (R)2 is the teacher's perception of the principal's leadership and teaching motivation has a less strong relationship to teacher performance in learning.
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Putri, Fadillah Wirjaza. "Pengaruh Kepemimpinan Kepala Sekolah Terhadap Kinerja Guru Di SD Al-Irsyad Kota Sorong." PUBLIK: Publikasi Layanan Bimbingan dan Konseling Islam 1, no. 2 (June 21, 2022): 42–49. http://dx.doi.org/10.47945/publik.v1i2.732.
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This study aims to find out 1) descriptive of the implementation of the leadership function by the principal; 2) descriptive teacher performance through teacher competence; 3) the influence of the principal's leadership on teacher performance at Al-Irsyad Elementary School, Sorong City. This study uses a quantitative descriptive approach with a population of all teachers at Al-Irsyad Elementary School, totaling 30 teachers. Sampling using nonprobability sampling and saturated sample techniques. Data was collected by distributing questionnaires and then analyzed by descriptive analysis and simple linear regression analysis. The results of the study stated that 1) school principals carried out leadership functions in the good category, namely 76.7%; 2) teacher performance at Al-Irsyad Elementary School is in the moderate category, namely 59.8%; 3) The principal's leadership has a positive and significant influence on teacher performance at Al-Irsyad Elementary School, Sorong City. So it can be concluded that the better the principal performs his leadership function, the teacher's performance will increase.
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Nerlino, Erin. "A theoretical grounding of teacher leadership." Journal of Professional Capital and Community 5, no. 2 (March 10, 2020): 117–28. http://dx.doi.org/10.1108/jpcc-12-2019-0034.
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PurposeThis paper identifies two conceptualizations of teacher leadership – constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations, this paper provides direction for future study into and implementation of teacher leadership.Design/methodology/approachThis paper draws from both review and empirical literature that references constructivist leadership theory and sociocultural theory or that describes aspects of the aforementioned theories in relation to teacher leadership.FindingsFindings reveal that both constructivist leadership theory and sociocultural theory provide insight into the past lukewarm success of teacher leadership implementation and guidance for future efforts in teacher leadership. Such efforts include reconceptualizing leadership in schools, redesigning development opportunities for teachers based on the link between leading and learning, capitalizing on collaboration between universities and schools, focusing on the mentorship of new teachers and developing teacher leadership in relation to well-studied local school cultures.Originality/valueThe literature reviews of York-Barr and Duke (2004) and Wenner and Campbell (2017) regarding teacher leadership describe the field as largely atheoretical. This paper provides a theoretical grounding for teacher leadership in constructivist leadership theory and sociocultural theory and derives direction for future work around teacher leadership from a combination of these theories.
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Nasrifah, Siti Arifatun, and Makhromi. "Pengaruh Gaya Kepemimpinan Kepala Sekolah Dan Profesionalisme Guru Terhadap Kinerja Guru Di SMP Negeri 1 Gondang Nganjuk." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 9, no. 3 (December 30, 2019): 335–48. http://dx.doi.org/10.33367/ji.v9i3.1031.
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This study, taking the theme of the influence of the principal's leadership style and professionalism of teachers on teacher performance in SMP Negeri 1 Gondang, Nganjuk. Principal's leadership style and teacher professionalism are important indicators of achieving effective and efficient performance in an educational institution. This research approach is quantitative with ex post facto design. The population was all 60 Gondang 1 Junior High School teachers, then 42 samples were selected by using the Disproportionate Stratified random sampling technique. Data collection instrument in the form of a questionnaire with a Likert scale which has 4 alternative answers. The research instrument was tested on 42 teachers. The instrument validity test used was content validity with experimental judgment techniques, while for instrument reliability the Alpha Cronbach formula was used. Data analysis uses simple regression and multiple regression.The result is that the principal's leadership at SMPN 1 Gondang is included in the good category with an average score of 55,1429, professionalism of teachers in the professional category with an average score of 54.5714, the teacher's performance falls into the very good category with an average of 45.0714. With a simple regression analysis, it is known: there is no significant influence of the principal's leadership style on the performance of teachers of SMPN 1 Gondang because only -, 093, teacher professionalism does not affect the teacher's performance because it is only -, 102, but there is a positive and significant influence on the principal's leadership style on teacher professionalism that is equal to 98.3%. The results of multiple regression analysis showed that there was a significant joint effect between the principal's leadership style and teacher professionalism on teacher performance at SMPN 1 Gondang, which was only 1.2%.
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Nuzulina, Nuzulina, Azhar Azhar, and Dudung Burhanuddin. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN BUDAYA ORGANISASI TERHADAP DISIPLIN GURU SEKOLAH DASAR DI KECAMATAN SINABOI KABUPATEN ROKAN HILIR." Jurnal Kepemimpinan dan Pengurusan Sekolah 7, no. 2 (June 30, 2022): 200–209. http://dx.doi.org/10.34125/kp.v7i2.732.
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This research is motivated by phenomena such as some teachers who enter class not on time, some teachers do not fulfill teaching hours, some teachers leave their assignments during working hours, some teachers are late in making the realization of the work program that has been implemented. set. This study aims to analyze the contribution of two independent variables, namely the principal's leadership and organizational culture, and the dependent variable is teacher discipline at SDN Sinaboi District, Rokan Hilir Regency. To obtain the data needed, the writer uses descriptive statistical analysis techniques and inferential analysis. Based on the results of this study, it can be seen that 1) There is a significant and positive influence between the principal's leadership on teacher discipline at SDN Sinaboi District, Rokan Hilir Regency. This means that the better the principal's leadership, the better the teacher's discipline in carrying out their duties. 2) There is a significant and positive influence between organizational culture on teacher discipline at SDN Sinaboi District, Rokan Hilir Regency. This means that teacher discipline can be improved through a conducive organizational culture. 3) There is a joint influence of the principal's leadership and organizational culture on teacher discipline at SDN Sinaboi District, Rokan Hilir Regency. Principal leadership and organizational culture significantly determine and contribute to teacher discipline.
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Suriansyah, Dwi Nugroho, and Usfandi Haryaka. "PENGARUH KEPEMIMPINAN MANAJERIAL KEPALA SEKOLAH, SUPERVISI PENGAWAS, KOMITMEN BERPRESTASI, DAN KOMPETENSI GURU TERHADAP KINERJA GURU SMA NEGERI DI KOTA SAMARINDA." BEduManageRs Journal 1, no. 1 (November 16, 2020): 18–26. http://dx.doi.org/10.30872/bedu.v1i1.362.
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The objective of this research is to obtain information concerning the effect of headmaster managerial leadership, supervisory supervision, achievement commitment, teacher competence, toward teacher, performance. The research was conducted in Samarinda City. Survey method apllied in this research which data have been analyzed by path analisis. In this research, teachers have been choosen as unit analysis and 154 samples selected randomly. This research findings are as follows: (1) The managerial leadership of the principal directly affects teacher performance, (2) Supervision of supervisors does not directly affect the performance of teachers, (3) Commitment to achievement directly affect the performance of teachers, (4) Teacher competence has a direct effect on teacher performance, (5) Managerial leadership of the principal has a direct positive effect on teacher competence, (6) Supervision of supervisors does not directly affect the competence of teachers, (7) Commitment to achievement has no direct effect on teacher competence, (8) The managerial leadership of the principal directly influences the achievement commitment, and (9) Supervision of supervisors has no direct effect on achievement commitments.Therefore, the performance of teachers of SMA Negeri in Samarinda City can be improved through headmaster's managerial leadership, achievement commitment and teacher competence, teacher competence can be improved through headmaster's managerial leadership, and achievement commitment can be improved through headmaster's managerial leadership
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Pardini, Agung, Ervan Jaya, Asep Ihsanudin, and Ade Munawar Luthfi. "The Implementation of Teacher Leader Collaboration; Start-Up Project Leadership, Sekolah Guru Indonesia." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 7, no. 2 (July 22, 2022): 242–54. http://dx.doi.org/10.31538/ndh.v7i2.2215.
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This article explored a learning cycle based on the collaboration of teacher leadership with students in solving actual problems through innovative and productive business start-ups. The purpose of this study is to describe the implementation of the Teacher Leader Collaboration; Start-up Project Leadership carried out during the pandemic. The Indonesian Teacher's School (SGI) during the pandemic has carried out a teacher-leader collaboration program to encourage teachers to innovate and collaborate. This research uses a qualitative case study approach. This research is on the SGI 2nd session teacher leader collaboration program. SGI is a training institution for teacher capacity building through the 10-teacher leadership curriculum, so researchers want to know the extent of the impact of implementing teacher-leader collaboration. The impact of implementing the Collaborative Teacher Leaders (KGP), Start-up Project Leadership (SPL) is not only for students and teachers but also for schools and parents. The impact of SPL on students; improves student creativity; motivates students; builds student character and increases student skills. The impact of DSS on teachers; develop teaching skills and teacher collaboration and develop teacher emotional intelligence. The impact of SPL on schools is that it can create a superior school culture. Finally, the impact on parents is that parents feel happy and proud to be able to collaborate with the school.
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Ponomarenko, Tetiana. "INVESTIGATING TEACHER LEADERSHIP: FRACTIONS OF TEACHER LIFEWORLD EXPERIENCE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 505. http://dx.doi.org/10.17770/sie2020vol3.4961.
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The phenomenon of teacher leadership has been investigated over the past few decades. The purpose of the current paper is to explore the phenomenon of teacher leadership through investigation of lifeworld experience of Lithuanian in-service teachers in terms of eight lifeworld experience fractions: selfhood, sociality, embodiment, temporality, spatiality, project, discourse and moodedness. The focus group interview method was applied in order to explore the opinions and experiences of teachers. In total, 5 focus group interviews with 12 teachers were conducted. The research results indicate that the fractions of selfhood, moodedness and sociality are the most salient for Lithuanian teachers. The interpersonal nature of teacher leadership, the need of social persuasion and capability to sustain a successful interaction with students are discussed.
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Akullo, Elizabeth Akullo, and Venance Kamanyire Kamanyire. "Head teacher Leadership Styles and Teacher Performance in Primary Schools in Kaabong District, Uganda." Journal of Education and Practice 7, no. 1 (January 21, 2023): 40–67. http://dx.doi.org/10.47941/jep.1182.
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Purpose: This study investigated the influence of headteacher leadership styles on teacher performance in primary schools in Kaabong District. Specifically, the study was to establish whether headteacher transformational leadership style had a significant influence on teacher performance; whether headteacher instructional leadership style had a significant influence on teacher performance; and whether headteacher transactional leadership style had a significant influence on teacher performance in primary schools in Kaabong District.
Methodology: The study adopted a cross-sectional descriptive survey research design in which structured questionnaires and face-to-face interviews were used to collect data from 308 respondents that included headteachers, directors of studies, teachers, pupil leaders and members of school management committees. The sampling of respondents was done mainly using simple random and census.
Findings: The study found out that most headteachers in primary schools in Kaabong used the three leadership styles in their management. However, the study found out that most of the respondents disagreed that teacher performance in the primary schools was good. The results of the linear regression showed that use of transformational leadership style had an insignificant influence on teacher performance; use of instructional leadership style had a moderate significant influence on teacher performance; and use of transactional leadership style had an insignificant influence on the teacher performance in the primary schools.
Unique Contribution to Theory, Policy and Practice: The findings of the study will provide a basis for policy makers to consider which leadership styles to emphasize in a bid to improve on teacher performance in schools. The findings from this study will provide an insight among head teachers on the importance of adopting appropriate leadership styles that can ensure good teacher performance in the primary schools. The findings will provide a basis for identifying the relationship between head teachers and teachers in forging best practices for improved teacher performance in schools.
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Nellitawati, Nellitawati. "Does the principal's leadership contribute to teacher job satisfaction at school?" JPPI (Jurnal Penelitian Pendidikan Indonesia) 5, no. 2 (December 30, 2019): 51. http://dx.doi.org/10.29210/02019542.
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<p>The purpose of this study was to analyze the contribution of principals’ leadership to teacher job satisfaction. Using quantitative correlational research methods, which will reveal the contribution of each variable. The research sample was 86 teachers. Data collection used two instruments, namely the teacher's job satisfaction questionnaire and the principal’s leadership questionnaire. Data analysis techniques using simple regression and correlation techniques. The results showed that the principal’s leadership significantly contributed to teacher job satisfaction. It can be concluded that the Principal’s leadership is one of the most important factors because it can affect teacher job satisfaction. So that improving the quality of leadership by school principals needs to be improved.</p>
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Mulita, Yanti. "THE EFFECT OF LEADERSHIP AND ACHIEVEMENT MOTIVATION ON TEACHER PERFORMANCE AT STATE VOCATIONAL SCHOOL 2 PEKANBARU." International Journal of Educational Best Practices 3, no. 1 (April 24, 2019): 62. http://dx.doi.org/10.31258/ijebp.v3n1.p62-75.
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This study aims at describing the effect of leadership and achievement motivation on teacher performance at SMK Negeri 2 Pekanbaru. The population in this study were all PNS (Civil Servant) teachers at SMKN 2 Pekanbaru. The total population was 107 people. The participants were obtained by using a simple random sampling technique to obtain a sample of 84 people. This qualitative descriptive research uses a type of correlative research. The data were obtained through questionnaire and documentation techniques. The collected data were then analyzed using descriptive analysis and path analysis. The results of the study showed that there was an influence of the principal's leadership on teacher performance. The coefficient of positive path analysis shows that there is a positive relationship between the principal's leadership and teacher's performance. It is found that the leadership of the school principal is very influential on teacher performance; there is a correlation between achievement motivation and teacher performance; and there is also a positive relationship between principal’s leadership and achievement motivation on teacher performance. Principal leadership influences teacher performance to increase work productivity in achieving goals.
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Lai, Edith, and Derek Cheung. "Enacting teacher leadership." Educational Management Administration & Leadership 43, no. 5 (July 18, 2014): 673–92. http://dx.doi.org/10.1177/1741143214535742.
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Howey, Kenneth R. "Why Teacher Leadership?" Journal of Teacher Education 39, no. 1 (January 1988): 28–31. http://dx.doi.org/10.1177/002248718803900107.
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Apriyani, Peni, Entis Sutisna, and Henny Suharyati. "EMPOWERMENT VISIONARY LEADERSHIP AND JOB SATISFACTION TO IMPROVE TEACHER CREATIVITY." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 3, no. 2 (November 4, 2019): 90–94. http://dx.doi.org/10.33751/jhss.v3i2.1463.
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This study examines the improvement of teacher creativity which is driven by the visionary leadership strength of the principal and teacher job satisfaction. The survey method with the correlational approach was used in this study to describe the strong relationship between teacher creativity as the dependent variable with the visionary leadership of the principal and teacher satisfaction as an independent variable. The population in this study were all permanent teachers of foundation Private Vocational High Schools in Parungkuda Sukabumi District. Samples were taken using a proportional random sampling technique totaling 96 teachers. The data analysis technique of the research results consisted of the first, statistical description and the second by using inferential statistics to test the hypothesis. The results showed that: (1) there was a very significant positive relationship between Principal Visionary Leadership and Teacher Creativity with a simple linear regression equation Ŷ = 89.33 + 0.32 X1 and the correlation coefficient value ry.1 = 0.217. The coefficient of determination r2y.1 = 0.217 means that the Visionary Leadership of the Principal (X1) contributes to the teacher's creativity by 16.50%; (2) there is a very significant positive relationship between Job Satisfaction with teacher creativity with a simple linear regression equation Ŷ = 88.48 + 0.31 X2 and the correlation coefficient ry.2 = 0.319, and the coefficient of determination r2y.2 = 0.122 which means that the contribution of Job Satisfaction (X2) to the creativity of teachers is 20.46%. (3) there is a very significant positive relationship between Principal Visionary Leadership and Job Satisfaction together with teacher creativity with multiple linear regression equations 88 = 77.25 + 0.21 X1 + 0.12 X2 and the value of the correlation coefficient ry. 12 = 0.165. The coefficient of determination r2y.12 = 0.390 means that the Visionary Leadership of the Principal (X1) and Job Satisfaction (X2) jointly contribute to the teacher's Creativity (Y) of 21.70%.
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Gunter, Helen. "Teacher Leadership: Challenges and Opportunities." Scottish Educational Review 37, no. 3 (March 13, 2006): 114–23. http://dx.doi.org/10.1163/27730840-03703010.
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The modernisation of education in England is premised within policy texts on a hierarchy of organisational leaders from teachers through to the headteacher, and as such they lead and do leading in order to impact on learner outcomes within a marketised system. Alternatively policy in Scotland has a stronger sense of the public, and as such the teacher and their work with learners is being reformed in ways that are consistent with notions of consultation and development. The paper asks questions about the intellectual resources that teachers could draw on to develop their identities within a modernising system, and argues that teachers in England and Scotland would both benefit from work on teacher leadership located in pedagogic relationships.
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Ghamrawi, Norma. "No Teacher Left Behind: Subject Leadership that Promotes Teacher Leadership." Educational Management Administration & Leadership 38, no. 3 (May 2010): 304–20. http://dx.doi.org/10.1177/1741143209359713.
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Mills, Shirley J., Jeffery J. Huerta, Karen M. Watt, and Jorge Martinez. "AVID Teacher Leadership: Administrator and Teacher Perceptions of Leadership Attributes." Journal of School Leadership 24, no. 1 (January 2014): 146–63. http://dx.doi.org/10.1177/105268461402400105.
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Boylan, Mark. "Enabling adaptive system leadership." Educational Management Administration & Leadership 46, no. 1 (October 17, 2016): 86–106. http://dx.doi.org/10.1177/1741143216628531.
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Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher professional development leaders supported by a national programme for mathematics teacher professional development in England. I argue that the teachers’ activities constitute a form of adaptive leadership involving innovating and organising professional development within arenas of leadership, through the processes of mobilising, brokering and the creation of networks. This required engaging in ‘system work’ to fulfil purposes connected to both local and system-wide concerns. The teachers were supported by the enabling leadership of headteachers and by national warrants for exercising leadership. The study demonstrates the value of the analytical framework and indicates that a cadre of teacher system leaders can be developed by attending to the interplay of professional development leadership and a wider system-orientated professional identity and by specific support to develop adaptive leadership capacities and skills.