Master’s Students’ Perceptions toward Teacher Leadership

Abstract

This study investigated master's level student perceptions of teacher leadership attributes, roles, and responsibilities upon completion of an online Master of Arts in Education, with a concentration in teacher leadership, at a large public university. As an inductive, qualitative case study, responses to an open-ended questionnaire were analyzed with coding schemes to establish patterns and trends using grounded theory to categorize responses. Deductive coding schemes were used to establish theories comparing the teacher leadership competencies established by the Center for Teacher Quality, National Board for Professional Teaching Standards, and the National Education Association (2014). Findings indicate alignment to the literature on teacher leadership, specifically with clarity around teacher leadership competencies.

Development and Validation of an Empirical Model to Study the Mediating Role of Empathic School Leadership in the Motivation of High School Students in India

“…Students’ perceptions of the different organizational aspects of schools have been explored and found to have significant predictive capability in various studies. In one such study, Ramberg et al 51 had proclaimed “aspects of school effectiveness were predictive of higher levels of perceived teacher caring among students.” In a similar study, Zugelder et al 52 effectively studied students’ perceptions of teacher leadership in schools. Consequently, this study presents with the assumption that students’ are the best judge of empathic leadership in schools and since they are the group that is most significantly affected by empathically oriented leadership styles or the lack of it; their perceptions present an objective view of the existing situation.…”

Professional teachers: Study of ICT capabilities and research competencies in urban and rural?

“…The dynamic and complex process of carrying out a role within the limits of the ability and value of educators is the professionalism of teachers (Sardabi, Biria, and Golestan 2018). Quality of students and the effectiveness of teachers will have an impact on the educational experience of students (Ismail et al 2018;Zugelder et al 2018). The process of learning activities, expert presenters of knowledge and skills that consider instructional objectives, student characteristics, class conditions, and methodological aspects are carried out with the professionalism of educators (de Paor 2019; Renani, Afghari, and Hadian 2019).…”

“…The process of learning activities, expert presenters of knowledge and skills that consider instructional objectives, student characteristics, class conditions, and methodological aspects are carried out with the professionalism of educators (de Paor 2019; Renani, Afghari, and Hadian 2019). It is systematically sustainable with the impact of student growth by ensuring every policy (Munyengabe et al 2017;Yaakob et al 2020;Zugelder et al 2018). The professionalism teacher can be seen from the teacher's competence in carrying out learning activities by linking ICT competence and the ability of Research teachers.…”

Self-Perspective of 21st Century Educators: A Challenge in The Globalised Educational World

“…The educators are expected to maintain high standard of students and adopt b etter classroom management by using different classroom attributes and work collaboratively with the other educators. (Bryan Zugelder et al 2018). They must collaborate with many personalities whomever join with them in the part of learning.…”