The Perception of Teachers and Principals on Leaders' Behavior Informed by 13 Core Competencies and Its Relationship to Teacher Motivation
The Perception of Teachers and Principals on Leaders' Behavior Informed by 13 Core Competencies and Its Relationship to Teacher Motivation

Author: Aarek Wayne Farmer

Publisher:

Published: 2010

Total Pages:

ISBN-13:

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There is an emerging body of literature that places importance on the behavior of leaders of 21st-century schools. Research shows that the behavior of school leaders has a major impact on the effectiveness of a school. The effectiveness of a school is impacted by teacher motivation, and teacher motivation impacts student achievment. Successful school leaders have been found to possess a number of specific skills and attributes necessary to lead effective schools; thus, it is vital that school leaders strive to understand, value, and implement competencies necessary for achieveing success. This study approces excellence in leadership by examining 13 core competencies that school leaders must possess to remain successful in 21st-century schools. The 13 core competencies that inform the behavior of leaders are visionary leadership, curriculum and instruction, assessment, reflection, unity of purpose, diversity, inquiry, collaboration, professional development, professionalism, instructional leadership, organizational management, and learning community.The purpose of this study was to investigate: (a) the extent to which principals percieved that they valued and exhibited behaviors informed by the aforementioned core competencies, (b) the extent to which teachers percieved that principals valued and exhibited behaviors informed by the core competencies, and (c) the relationship, if any, between teacher perceptions and teacher motivation. The Leadership Behavior Inventory and the Attitude Toward Teaching Survey provided data for the research.It was hypothesized that the higher the teachers' perceptions were regarding principal leadership behavior the stronger the teachers' motivation would be. Data found that teachers were more likely to have higher self-efficacy, collective efficacy, and intrinsic motivation when they perceived that principals valued and implemented behaviors informed by the 13 core competencies. This confirms past research, showing that that the 13 core competencies are critical in creating transformational leaders within 21st-century schools.

Building Trust in Teacher Evaluations
Building Trust in Teacher Evaluations

Author: Shelly M. Arneson

Publisher: Corwin Press

Published: 2014-09-15

Total Pages: 95

ISBN-13: 1483320553

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Your breakthrough approach to top-notch teacher evaluations! This hands-on professional development guide explores the critical ingredients of communication and trust for success in the new age of teacher evaluation systems. Recognized expert Shelly Arneson provides concrete, proactive strategies to help school leaders: Create and sustain a supportive, honest, and collaborative school culture Foster effective communication and build teacher-principal trust Conduct evidence-based observations and evaluations Hold effective follow-up conversations that nurture teacher growth Promote teacher self-assessment and reflection Includes absorbing real world vignettes, reflection questions, and ample modeling examples for quick success. Before heading into an observation or post-observation conference you’ll find quick nuggets of wisdom you can reference again and again. Use this informative guide to transform the teacher evaluation process today! " An absolute essential for any bookshelf of the novice or seasoned administrator. . . . Really hits home on how trust is essential for effective evaluations. . . . The book covers all angles of why trust and evaluations go hand in hand." —Jason Eitner, Superintendent The Lower Alloways Creek School District, Canton Salem, NJ "In order for student growth to make a positive impact you, as the instructional leader, need to make a positive impact with your teachers; this starts with trust and building a better teacher via evaluations. This book will lead you in that direction!" —Elizabeth Alvarez, Principal John C. Dore Elementary School, Chicago, IL

The Relationship Between Leadership Behaviors and the Retention of Effective Teachers
The Relationship Between Leadership Behaviors and the Retention of Effective Teachers

Author: Monic Onethia Fleming

Publisher:

Published: 2020

Total Pages: 332

ISBN-13:

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ABSTRACT: This study examined teachers retention as it relates to (a) teaching experience, (b) teacher effectiveness, and (c) Green's (2010) 13 core competencies (i.e. visionary leadership, curriculum and instruction, assessment, reflection, unity of purpose, diversity, inquiry, collaboration, professional development, professionalism, instructional leadership, organizational management, and learning community) that a successful school leader should possess in 21st century schools. Data was collected from 314 teachers from public and private schools across the state of Tennessee. Data chowed that, although collectively the 13 competencies did not have a significant effect on a teacher's decision to remain at their current schools from year-to-year, a number of the individual behaviors were found to correlate with teacher retention. Relationships were also found between teacher effectiveness and retention. The findings of this study (a) add new dimensions to the research on educational leadership, (b) serve as an impetus for leadership to examine their practice, and (c) may help increase the retention of effective teachers.

Leadership Efficacy
Leadership Efficacy

Author: Rachel Boren-Hazel

Publisher:

Published: 2023

Total Pages: 0

ISBN-13:

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Leadership self-efficacy is an important quality for school principals. In his work, Hattie has stated, “How we think about the impact of what we do is more important than focusing on what we do (Hattie, 2020).” Leadership efficacy, theories of action, and how leaders ensure their actions are aligned with their goals is more important than ever as educators face challenges with teacher shortages and leading in a tumultuous time. Teacher recruitment and retention is a worldwide problem. Teachers are leaving the field. While teachers do not have to validate the beliefs of their leaders, they must carry out the actions at the direction of the leader. This study explored the relationship between leadership self-efficacy, teacher perception and teacher retention.

Other Duties as Assigned
Other Duties as Assigned

Author: Jan Burgess

Publisher: ASCD

Published: 2009-12

Total Pages: 171

ISBN-13: 1416610081

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Provides ongoing advice and counsel on how to master the entire spectrum of duties that teacher leaders are expected to accomplish.

Teachers' Perceptions of Leadership Practices in the Implementation of Professional Learning Communities
Teachers' Perceptions of Leadership Practices in the Implementation of Professional Learning Communities

Author: Julie English

Publisher:

Published: 2015

Total Pages:

ISBN-13:

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Districts have long faced the challenge of creating and sustaining effective leadership. Today’s school leaders are expected to perform at a higher level than ever before with increased accountability for student achievement. They need to create and maintain a challenging learning environment, focus on excellence, and serve as a positive agent for change (Hipp & Huffman, 2010). Professional Learning Communities (PLCs) provide an opportunity for leaders to improve school performance by improving student achievement (Hipp & Huffman, 2010). School culture can be changed to a culture of hope by using the principles of PLCs that are at the heart of successful education reform (DuFour & Fullan, 2013). The purpose of this study was to describe the teachers’ beliefs of five leadership practices as defined by the Leadership Practices Inventory [LPI] (Kouzes & Posner, 2013). Moreover, this study described the teachers’ beliefs of the implementation of the six dimensions of their PLC, defined by the Professional Learning Community Assessment-Revised [PLCA-R] (Oliver et al., 2014), in elementary and intermediate This is a quantitative study where the results of two survey instruments will be analyzed with a descriptive statistical analysis to describe the teachers’ beliefs of their principals’ leadership practices in addition to their beliefs of the six dimensions of their professional learning community. The goal was to determine the beliefs of leadership practices that could have the greatest positive impact on the implementation of the six dimensions of a PLC. The results of the LPI found evidence that all five leadership practices were perceived by teachers to be occurring in the schools studied. Two ix practices, Model the Way and Inspire a Shared Vision emerged most often. The results of the PLCA-R revealed that teachers in all the schools studied were focused on student learning, collaboration and results orientation. Additionally, teachers on these campuses understand and are committed to the vision of the school, to its goals for instruction, and its priorities (DuFour et al., 2008).

Leadership Styles and School Performance
Leadership Styles and School Performance

Author: Erasto Kano

Publisher: GRIN Verlag

Published: 2012-03-27

Total Pages: 19

ISBN-13: 3656159866

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Seminar paper from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, University of Dodoma (College of Education), course: Educational Management and School Administration, language: English, abstract: Abstract This paper endeavors to explain head teachers’ leadership styles and students’ academic achievement by looking into the role of the head teachers in promoting academic performance. The paper discusses the meaning of leadership, the importance of leadership, characteristics of leaders, characteristics of high-performing schools and leadership theories .Furthermore, the paper gives details about traits and skills associated with effective leadership, dimensions of leadership practices and activities linked to student outcome, leadership styles, the relationship between leadership styles and academic achievement and recommendations.

Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success
Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success

Author: Salinitri, Geri

Publisher: IGI Global

Published: 2020-02-28

Total Pages: 474

ISBN-13: 1799824314

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Leadership Experience for Academic Directions (LEAD) is a program that was developed as a service learning program for teacher candidates in preparation for the teaching career. As youth populations continue to diversify and as the issues impacting youth continue to surface, it is the responsibility of educators, administrators, and the governments to provide all the opportunities for youth to succeed academically, socially, and personally. Teachers especially are instrumental in making this happen; therefore, it is imperative that teachers come into the profession with the cognitive and non-cognitive skills to motivate youth to succeed. The Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success s a critical scholarly book that explores the many facets of the teaching profession as they relate to working with at-risk youth and helping them reach their full potential. This book provides the groundwork for programs that will succeed at the K-12 education level and at the teacher education level. Featuring a range of topics such as human capital, mental health, and social learning theory, this book is essential for academicians, teaching professionals, administrators, professional development educators, policymakers, researchers, and students.