School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

doi:10.14221/ajte.2015v40n12.8

Cited by 46 publications

(37 citation statements)

References 30 publications

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“…The school headmaster as leaders in schools certainly influence other people (Hilton, Hilton, Dole, & Goos, 2015) such as teachers and other education personnel to achieve the goals set by the school. The goal will be achieved if the principal is willing and able to build commitment and work hard to make the school he leads into a quality school that is the best in his area (Macdonald, Dixon, & Tiplady, 2019, p. 6).…”

Section: The Role Of School Headmaster Leadershipmentioning

confidence: 99%

The Role of Leadership and Motivation of School Headmaster in Improving Teacher Performance

Sukandar

2019

Int. J. Nusantara Islam

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This article discusses about role of leadership and motivation of school headmaster in improving teacher performance. By using literature review in education, this article found that teacher is a professional profession where he is required to make every effort to carry out his activities as best he can. The task of the teacher as an educator, teacher and trainer should be able to impact the students. The teacher as one component in teaching and learning activities, has a position that greatly determines the success of learning. The role of the school headmaster is very important and dominant in improving teacher performance, both in increasing competence and work motivation and in building effective work systems and creating a harmonious, safe and pleasant working atmosphere. The efforts of improving the quality of teachers must be continuously carried out by school headmaster in order to improve the performance of teachers into reliable individuals who will advance the school organization. Therefore, we need the ability of the leadership role and motivation of the principal to explore, disseminate, foster and develop the potential of the teacher in order to improve teacher performance in order to achieve educational goals

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Section: The Role Of School Headmaster Leadershipmentioning

confidence: 99%

The Role of Leadership and Motivation of School Headmaster in Improving Teacher Performance

Sukandar

2019

Int. J. Nusantara Islam

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“…The research of Stewart (2014) and Knight (2011) asserts that teachers must be invested in the work they are doing and that choice, voice and input are hallmarks of effective professional development. Established research has shown that such continued professional development is necessary to build leadership capacity in an effort to improve their practice and improve student learning (Hilton, Hilton, Dole & Goos, 2015;Goldsmith, Doerr & Lewis, 2014;Justi & Van Driel, 2006). Further investigation regarding how this might fit into the organization that was the focus of this study is warranted.…”

Section: Implications For Researchmentioning

confidence: 98%

“…Professional Development: The process of improving and increasing knowledge and capability of teachers through education and training (Hilton, Hilton, Dole & Goos, 2015).…”

Section: Sustainable Leadershipmentioning

confidence: 99%

“…Research has shown that continued professional development is necessary in building the capacity of teachers to improve their practice and promote increased student learning (Akdemir & Ayik, 2017;Hilton, Hilton, Dole & Goos, 2015;Goldsmith, Doerr & Lewis, 2014;Justi & Van Driel, 2006;McBrayer, Chance, Pannell & Wells, 2018;). Over the past decade, researchers have noted links between high quality professional development and increased student achievement (Borko, 2004;Smith, 2010;Desimone, 2009;Darling-Hammond, Wei & Andree, 2010).…”

Section: Professional Developmentmentioning

confidence: 99%

“…Through the thoughtful action of self-reflection, teachers could identify and implement professional development opportunities to enhance their various areas of need. Multiple researchers have found that continued professional development is vital in developing the capacity of teachers to improve their own pedagogical practice and to increase student learning and achievement (Hilton, Hilton, Dole & Goos, 2015;Goldsmith, Doerr & Lewis, 2014;Justi & Van Driel, 2006).…”

Section: Implications For Practicementioning

confidence: 99%

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Teachers as leaders : empowering teachers to lead instructional change

Tennett¹

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The role of the school principal is vital to the functioning, performance and success of the school. Principals are responsible for all aspects of school management including functioning as instructional leaders, evaluators, data specialists, behavioral managers, and substitute teachers. Given the myriad of responsibilities of the school principal, their role as the leader of instruction is often forced aside due to the immediate daily demands from students, families, and staff members. Strengthening the leadership voices of classroom teachers and capitalizing on their expertise and resources has potential to lead to significant and sustained change in schools. This research study focused on the role of the building principal in developing a shared, sustainable leadership model in order to build organizational leadership capacity. In this study, teacher perceptions of current and potential leadership opportunities within their schools were explored.

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Teachers’ changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai

Huang

Lai

Huang

2022

ZDM Mathematics Education

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In the research reported in this paper we investigated teachers’ changes when adopting and adapting to emergency online teaching during the COVID-19 pandemic, from the perspective of the Interconnected Model of Professional Growth (IMPG). By adapting complementary accounts methodology to research into teachers’ changes when addressing the unexpected migration to online teaching, an integrated data set, including online teaching videos, teacher daily reflections, and teacher interviews from two purposefully selected teachers over two weeks of online teaching, was collected and analyzed qualitatively. Both teachers encountered different difficulties and thus had different knowledge changes displayed in different change routes. For the experienced teacher, students’ mistakes in homework and her online teaching practice triggered her knowledge changes. For the young teacher, the online video lessons, relevant resources on the Internet and students’ performance were her primary sources that triggered the changes of her knowledge for teaching. These differences between the experienced teacher and young teacher provide evidence of the complexity of teacher’s professional growth, which is related to a variety of external and internal factors. This study demonstrates how the IMPG model helps uncover teachers’ changes in such an unprecedented virtual-teaching environment. Finally, the implications of this study for teacher professional development in general are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s11858-022-01378-y.

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School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Cited by 46 publications

References 30 publications

The Role of Leadership and Motivation of School Headmaster in Improving Teacher Performance

The Role of Leadership and Motivation of School Headmaster in Improving Teacher Performance

Teachers as leaders : empowering teachers to lead instructional change

Teachers’ changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai

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