Leadership practices for Professional assistance of teachers in secondary schools

Abstract

The present study aimed to explore the leadership practices for professional assistance of secondary school teachers.It was assumed that leadership active role in various types of teachers’ professional assistance can enhance their job performance which in turn promotes quality in teaching and learning process. The study reports that school heads play a significant role in teachers’ professional assistance but it was limited to instructional and professional areas only. Teachers’ emotional side also required active and effective leadership practices of professional assistance for quality performance. Further School heads in public sector facilitate their teachers more as compare to those in private sector. Similarly experienced teachers reports more support from their heads as compare to newly inducted teaches. Gender differences in professional assistance of experienced and newly inducted teachers were also found.Female newly inducted teachers receive more facilitation from their heads as compare to male . Same case is reported for professional assistance of experienced teachers. The present study suggests a need based training program for school leadership to adopt innovative strategies for assistance of their teachers alongwith sound measures taken by the government

Αντιλήψεις Εκπαιδευτικών Για Την Αυτοαποτελεσματικότητά Τους Και Την Ποιότητα Επαγγελματικής Ζωής

“…Η προϋπηρεσία των εκπαιδευτικών φαίνεται να είναι μια σημαντική μεταβλητή ως προς την αυτοαποτελεσματικότητά τους, όπως φαίνεται και από άλλες έρευνες, χωρίς ωστόσο να είναι ξεκάθαρο πώς την επηρεάζει. Για παράδειγμα, ενώ σε κάποιες έρευνες έχει βρεθεί ότι οι εκπαιδευτικοί με μικρότερη προϋπηρεσία έχουν χαμηλότερα επίπεδα αυτοαποτελεσματικότητας, άλλες έρευνες δείχνουν ότι η σχέση μεταξύ προϋπηρεσίας και αυτοαποτελεσματικότητας είναι μη γραμμική και ότι η αυτοαποτελεσματικότητα μειώνεται προς το τέλος της καριέρας ενός εκπαιδευτικού (Aziz & Quraishi, 2017• Smetackova, 2017. Στις διαφορές αυτές ενδεχομένως να παίζει ρόλο ο τρόπος με τον οποίον κατηγοριοποιούνται τα έτη προϋπηρεσίας σε κάθε έρευνα.…”

Managing educational institutions: School heads’ leadership practices and teachers’ performance

“…They noted that teachers showed better performance if the intensity of commitment is better. Thus, when teachers are incredibly motivated, the success of their work becomes significant [31].…”