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School Head Leadership Styles and Performance of Teachers: Basis for An Intervention
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The study was conducted in pursuit of investigating the lived experiences of select public-school teachers in conducting action research during the 'new normal'. The study used qualitative research design and employed phenomenology as a research design. It involves ten (10) teacher respondents who were chosen through the purposive sampling method. The study used unstructured questionnaires, administered through in-depth interviews. The data gathered had undergone textual and thematic analysis as well as narrative to analyze and interpret the data. Several themes emerged like technical, systemic, and personal. Results reveal that technical themes are the most difficult part because there are processes for gathering and analyzing data that require scrutiny and consultation. The systemic, however, is easy due to the respondents only needing to attend seminars. Some instructions on conducting Action Research (AR) are not clear because of the fluctuating internet connection. Moreover, personal themes become easier because of the calendar method used that helps maintain a smooth flow of the research plan. The study recommends that research coordinators including the School Head may conduct more training and seminars on AR. This is so that teachers needing proper guidance in conducting AR will thus be provided.
This study investigated the influence of path-goal theory of leadership styles and the moderating role of task structure in leadership on teachers' satisfaction, motivation, and performance in the Division of San Pablo City public secondary schools. The research design adopted for this study was a descriptive-correlational study involving survey questionnaires administered to 579 junior high school teachers across 13 public secondary schools. Data analysis utilized mean, standard deviation, Pearson's correlation coefficient, and multiple regression analysis. Findings indicate that teachers perceived their school heads as demonstrating directive, supportive, participative, and achievement-oriented leadership styles. Task structure in leadership was generally perceived favorably. Teachers exhibited moderate job satisfaction, positive work motivation, and very satisfactory performance across various domains. Correlation analysis revealed significant positive relationships between path-goal theory of leadership styles, work motivation, and teachers' performance. However, no significant relationship was found between leadership styles, task structure in leadership, and job satisfaction. Task structure in leadership showed a weak negative correlation with job satisfaction and a moderate negative correlation with aspects of work motivation but no significant relationship with teachers' performance. Regression analysis demonstrated that path-goal theory of leadership styles directly influenced work motivation and teachers' performance, while job satisfaction had a strong baseline level independent of leadership styles. Task structure in leadership moderated the relationship between leadership styles, job satisfaction, and teachers' performance but did not moderate work motivation. This study contributes to understanding leadership practices that positively influence teachers' motivation and performance, offering implications for enhancing school leadership and improving educational quality.
This action research aimed to improve the academic performance of Grade 6 pupils in Araling Panlipunan. The researchers randomly selected fifty (50) Grade 6 pupils from the identified academically challenged struggling pupils in the subject. Twenty-five (25) pupils are in the experimental group and the rest of the 25 pupils are under the control group. The researcher conducted a pre-test before giving the strategic intervention material and a post-test after the experimental group used it. Analysis revealed the weighted mean of 9.16 of the experimental group was higher than the mean of the control group which is 3.72 in the pretest. The posttest mean of the experimental group increased and became 12.28 which is greater than the 4.6 mean of the control group. The mean gain of the experimental group is very high compared to the mean of the control group. The t-ratio is 1.71 which means that there is a significant difference between the mean of the control and experimental group. The twenty-five (25) grade six pupils used the RIMAP for three months. Engages the learners’ interest in the topic discussed and gives an overview of the lesson they will learn and lead towards the performance of the tasks. It builds learning skills and mentions the concrete outcome or product pupils are expected to demonstrate. This remedial intervention material guarantees alignment of activities that are short and simple and easy to understand. This only implies that students' academic performance who used RIMAP improved their academic performance.
Digitalisation reshapes both the workplace and the forms of communication used within a team. Due to the COVID-19 crisis, rethinking leadership has required transitioning from a physical to an entirely virtual work environment to respond to the COVID-19 crisis, accelerating and increasing the relevance of exclusively virtual communication. In a face-to-face professional work environment, transformational leaders can motivate their followers by example. In addition to publications addressing these face-to-face environments, there is an emerging and growing research interest in virtual teams guided by transformational leaders. Therefore, this study conducts a literature review integrating virtual teams and transformational leadership, identifying team, leadership, and motivation factors in the existing literature. As its main contribution, the paper challenges an established leadership model under exceptional economic circumstances and identifies research gaps within team, leadership, and motivation factors. Knowing that the virtual working environment will influence the future of work, this study paves the way for further research on transformational leaders and their influence on virtual teams.
This paper reviews the results of 63 empirical studies and reviews of research in order to identify those school leadership practices and dispositions likely to help improve equitable school conditions and outcomes for diverse and traditionally underserved students. Guided by a well-developed framework of successful school leadership, results indicate that most of the practices and dispositions in the framework can be enacted in ways that contribute to more equitable conditions and outcomes for students. A handful of these practices and dispositions appear to make an especially significant contribution to the development of more equitable schools as well as several additional practices and dispositions associated with equitable leadership merit mastery by equitably-oriented leaders. Among the especially significant practices are building productive partnerships among parents, schools, and the larger community as well as encouraging teachers to engage in forms of instruction with all students that are both ambitious and culturally responsive. Leaders are likely to be more effective when they adopt a critical perspective on the policies, practices, and procedures in their schools and develop a deep understanding of the cultures, norms, values, and expectations of the students’ families. The paper concludes with implications for practice and future research.
Today, we know more about teaching than we ever have before. Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003a). We also know that one of the classroom teacher's most important jobs is managing the classroom effectively. A comprehensive literature review by Wang, Haertel, and Walberg (1993) amply demonstrates the importance of effective classroom management. These researchers analyzed 86 chapters from annual research reviews, 44 handbook chapters, 20 government and commissioned reports, and 11 journal articles to produce a list of 228 variables affecting student achievement. They combined the results of these analyses with the findings from 134 separate meta-analyses. Of all the variables, classroom management had the largest effect on student achievement. This makes intuitive sense— students cannot learn in a chaotic, poorly managed classroom. Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Stage and Quiroz's meta-analysis (1997) shows the importance of there being a balance between teacher actions that To save: Click "File" at the top left of the screen and scroll down to "Save As". Click on "Save As" and choose where to save the file. (You may want to save to "A" drive or to a file on your desktop.) To print: Look at the top left of your toolbar. Click on "File" and then scroll down to "Print". Print the page(s) for your notebook that you are compiling. To record: Remember to record the number of minutes or hours spent on this activity on your records sheet for CEU credit.
Despite increases in computer access and technology training, technology is not being used to support the kinds of instruction believed to be most powerful. In this paper, we examine technology integration through the lens of the teacher as an agent of change: What are the necessary characteristics, or qualities, that enable teachers to leverage technology resources as meaningful pedagogical tools? To answer this question, we discuss the literature related to four variables of teacher change: knowledge, self-efficacy, pedagogical beliefs, and subject and school culture. Specifically, we propose that teachers’ mindsets must change to include the idea that “teaching is not effective without the appropriate use of information and communication technologies (ICT) resources to facilitate student learning.” Implications are discussed in terms of both teacher education and professional development programs.
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional develop- ment experiences to enduring change in teachers' attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was namedBook of the Year' by the National Staff Development Council in 1996.
This article provides an overview of the literature concerning successful school leadership. It draws on the international literature and is derived from a more extensive review of the literature completed in the early stage of the authors’ project. The prime purpose of this review is to summarise the main findings from the wealth of empirical studies undertaken in the leadership field.
On the basis of a new model of motivation, the authors examined the effects of 3 dimensions of teacher (
n = 14) behavior (involvement, structure, and autonomy support) on 144 children's (Grades 3–5) behavioral and emotional engagement across a school year. Correlational and path analyses revealed that teacher involvement was central to children's experiences in the classroom and that teacher provision of both autonomy support and optimal structure predicted children's motivation across the school year. Reciprocal effects of student motivation on teacher behavior were also found. Students who showed higher initial behavioral engagement received subsequently more of all 3 teacher behaviors. These findings suggest that students who are behaviorally disengaged receive teacher responses that should further undermine their motivation. The importance of the student–teacher relationship, especially interpersonal involvement, in optimizing student motivation is highlighted. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
The principal happens to be the central figure in any school, an individual who has the greatest influence on the quality of teaching and learning. However, principals face various challenges that could weaken their performance or trap them in a depressive state. Fortunately, inventing and using smart strategies allows female school principals to cope with the challenges that they face, as this study demonstrates. The study aimed to identify the challenges faced by women school principals and the strategies that they apply to overcome or at least reduce the effects of these challenges. The findings of this study can help in improving awareness among policymakers regarding the experiences of female principals in Saudi Arabia and in prioritising the challenges that they face.
Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.
Recent policy dialogue suggests that chronic absenteeism is not only underdocumented, but is also detrimental to the success of students as early as kindergarten. That said, almost no empirical research has examined the effects of chronic absenteeism on student outcomes. This study addresses this underresearched issue in more depth. Using a nationally representative dataset of kindergarten students from the 2010–2011 school year, this study evaluates the effect of chronic absenteeism on both achievement and socioemotional outcomes. The findings suggest that chronic absenteeism reduces math and reading achievement outcomes, reduces educational engagement, and decreases social engagement. Hence, this study offers new evidence on how an undermeasured aspect of missing school impedes students’ attainment. Implications for policy and practice are discussed.
The impact of parental involvement on student academic achievement has been recognized by teachers, administrators, and policy-makers who consider parental involvement to be one of the integral parts of new educational reforms and initiatives. This study synthesized the results of nine meta-analyses that examined this impact and it identified generalizable findings across these studies. The results indicated that the relationship between parental involvement and academic achievement was positive, regardless of a definition of parental involvement or measure of achievement. Furthermore, the findings revealed that this relationship was strongest if parental involvement was defined as parental expectations for academic achievement of their children. However, the impact of parental involvement on student academic achievement was weakest if parental involvement was defined as homework assistance. Finally, the relationship between parental involvement and academic achievement was found to be consistent across different grade levels and ethnic groups. However, the strength of that relationship varied based on the type of assessment used to measure student achievement.
The terms 'transfer of learning' and 'transfer of training' are usually found mutually exclusive in training and development literature. Transfer is a key concept in adult learning theories because most education and training aspires to transfer. The end goals of training and education are not achieved unless transfer occurs. Emerging trends of development in the area of research on transfer of learning from the training environment to the workplace environment have been drawn together and summarised in this review to introduce this important area of human performance support. Transfer of training is defined as the extent of retention and application of the knowledge, skills and attitudes from the training environment to the workplace environment. In other words, transfer of training is the degree to which trainees effectively apply the learning from a training context to the job. The increased attention to the transfer problem in recent years has resulted in the production and use of significant literature and research outcomes from the contexts of modern workplaces that prevail in the industrialised nations of western culture. However, the amount of actual research on strategies to facilitate transfer of formal employee training is still limited. In congruence with the definition and context of transfer of training in government and non-government organisations, this review focused on related literature and previous studies geared towards the process and strategies of facilitating the application of knowledge, skills, and attitudes from training to job. Existing literature and previous research relating to factors influencing transfer of training were found subsequently classified in three main clusters (a) trainee characteristics, (b) training design and delivery characteristics, and
The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think—research that could aid in the development of finely tuned interventions
A meta-analysis is undertaken, including 52 studies, to determine the influence of parental involvement on the educational outcomes of urban secondary school children. Statistical analyses are done to determine the overall impact of parental involvement as well as specific components of parental involvement. Four different measures of educational outcomes are used. These measures include an overall measure of all components of academic achievement combined, grades, standardized tests, and other measures that generally included teacher rating scales and indices of academic attitudes and behaviors. The possible differing effects of parental involvement by race and socioeconomic status are also examined. The results indicate that the influence of parental involvement overall is significant for secondary school children. Parental involvement as a whole affects all the academic variables under study by about .5 to .55 of a standard deviation unit. The positive effects of parental involvement hold for both White and minority children.
Incluye índice Incluye bibliografía Se describe y analiza una amplia variedad de teorías sobre el liderazgo, haciendo énfasis en cómo cada teoría puede aplicarse para mejorar el liderazgo en organizaciones reales.
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