This important, timely, and provocative book explores the recruitment and retention of Black female teachers in the United States. There are over 3 million public school teachers in the US, African American teachers only comprise approximately 8 percent of the workforce. Contributions consider the implicit nuances that these teachers experience.
The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
"I found this book a real treat. It has the rare quality of being both profound and light at the same time. . . . It has the potential for appealing to a large audience, including managers, consultants, trainers, students, and researchers. For some of them, it will make a real difference in their life and work. Few books do." -- Boas Shamir, Hebrew University of Jerusalem People interested in developing their own leadership potential, or the leadership potential of those around them, will find a wealth of knowledge in Full Leadership Development. The author approaches the concept of leadership as a system, not only as a process or a person. His framework is based on what he defines as the full range of leadership: people, timing, resources, the context of interaction, and the expected results in performance and motivation. He contends that when a leadership system is optimized, it in turn optimizes the vital force of each individual, thereby enhancing the collective force of the entire organization. The quality of the relationships among the leaders, their peers, and followers is a source of enrichment for all involved. Bruce J. Avolio models his theory for leadership through his writing style. The author pulls together his experiences and perspectives from all aspects of his life, providing a rich foundation for his theories. He uses personal examples, anecdotes, and cases to communicate his range of experience as a consultant, trainer, and researcher, as well as a traveler, spouse, and parent. The result is a conversational and accessible book that engages the reader with its interactive style.
The International Handbook of Teacher Quality and Policy is a comprehensive resource that examines how teacher quality is conceptualized, negotiated, and contested, and teacher policies are developed and implemented by global, national, and local policy actors. Edited by two of the leading comparative authorities in the field, it draws on the research and contributions of scholars from across the globe to explore five central questions: How has teacher quality been conceptualized from various disciplinary and theoretical perspectives? How are global and transnational policy actors and networks influencing teacher policies and practices? What are the perspectives and experiences of teachers in local policy contexts? What do comparative research studies tell us about teachers and how their work and policy contexts influence their teaching? How have various countries implemented policies aimed at improving teacher quality and how have these policies influenced teachers and students? The international contributors represent a wide variety of scholars who identify global dynamics influencing policy discourses on teacher quality, and examine national and local teaching and policy environments influencing teacher policy development and implementation in various countries. Divided into five sections, the book brings together the latest conceptual and empirical studies on teacher quality and teacher policies to inform future policy directions for recruiting, educating, and supporting the teaching profession.
Essay from the year 2017 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 4, , course: EDUCATION ADMINISTARTION, language: English, abstract: The purpose of this study was to investigate the influence of transformational leadership by head teachers in Belgut Sub County and its relationship to teacher job satisfaction. This study was conceived after the realization that there had been increased cases of teacher attrition (transfers and resignation) in the past three years. For example, teachers’ transfers had been increasing by 5.2 percent annually while teachers resigning from their jobs had been on a steady increase. The objectives of the study were to establish the extent to which head teachers apply inspirational motivational approaches and idealized influence, on teachers’ job satisfaction in Belgut Sub County primary schools. The theoretical framework for this study was based on transformational leadership theory developed by Burns (1978) and elaborated by Bass (1985). The study adopted an ex post facto and descriptive survey research designs. The study was conducted in Belgut Sub County, Belgut County. The target population for the study comprised of 52 head teachers and 667 teachers employed by TSC. The sample size studied comprised of 16 head teachers who were purposively selected and 200 teachers who were selected using stratified and simple random sampling methods. The study used questionnaires to collect data. The research instruments were tested for validity and reliability prior to being used in the field. The data collected from the field was analyzed using mixed method approaches. Statistical Package for Social Sciences aided in data entry, coding and analysis of quantitative data from questionnaires. In presenting analysed quantitative data, descriptive statistics indicating frequency, percentages, means, and standard deviations were executed to analyze the data quantitatively while inferential statistics: multiple regression analysis and T-test correlation were used to check on the relationship between various transformational leadership strategies and teachers job satisfaction.
One of the greatest resources a school has is its staff. How teachers themselves, and their work, are defined are therefore matters of utmost importance. Major trends of increased control and 'new mangerialism' are occurring in most OECD countries, radically altering both the content and form of teacher education. This book outlines recent changes in teacher education and professional development and, by drawing on recent research findings, explores the positive and negative impacts on the nature of teaching and the shape of the profession.
Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
