Teacher Leadership Model: Roles and Values

Yaacob, Wan Suhaila Wan; Don, Yahya

doi:10.24297/jssr.v12i1.6994

Cited by 5 publications

(7 citation statements)

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“…When considered in terms of social utility, the teaching profession also has the function and duty of raising community awareness (Smart, 1980;Yaacob & Don, 2018). Schools should not be limited to environments where academic and educational activities and tasks take place.…”

Section: Discussionmentioning

confidence: 99%

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Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

BÜYÜKGÖZE

2023

Participatory Educational Research

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Teachers’ job satisfaction with their profession can vary depending on a variety of factors encompassing both individual and societal realms. This study delves into teachers' job satisfaction with their profession within the context of Türkiye, focusing on societal-level variables. Specifically, it explores the role of social utility, and perceptions of value and educational policy influence on teachers’ job satisfaction with their profession. Teacher level data collected across Türkiye by the Organisation for Economic Co-operation and Development (OECD) within the scope of the Teaching and Learning International Survey (TALIS) 2018 cycle was utilized in the research. The results of the regression analysis revealed that teacher perceptions of social utility and educational policy influence positively predict teachers’ job satisfaction with their profession. The regression model accounted for about 13% of the total variance in teachers’ job satisfaction with their profession. Overall, teachers who believe that their work is valued and meaningful to society are more satisfied with their profession, as are the professional satisfaction of participants who feel that their opinions on educational policies are heard and acknowledged. Thus, it is critical for teachers’ job satisfaction to value and consider their opinions and feedback in the development of education policies. This research suggests that by acknowledging the importance of teachers’ perspectives and involving them actively in policy making processes, their overall job satisfaction can be enhanced.

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Section: Discussionmentioning

confidence: 99%

“…The role of teachers in creating 'sense and feeling of community' can also be addressed (Angelle, 2011;Smart, 1980;Yaacob & Don, 2018). Schools are not only places where academic activities take place, but also institutions that bring students, families and other stakeholders of the school together.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

BÜYÜKGÖZE

2023

Participatory Educational Research

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“…This helps teachers evaluate how they are doing as leaders in a classroom and beyond, and which areas in teaching / learning they need to improve. Thus, the self-awareness is a value for teachers leaders (Wan Yaacob & Don, 2018).…”

Section: How Teacher Could Recognize the Self As A Leader Is A Classroom?mentioning

confidence: 99%

Becoming a Teacher: How to Recognize the Self as a Leader Is a Classroom

Žydžiūnaitė

Kaminskienė

Jurgilė

et al. 2020

SIE

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The notion of ‘teacher leader in a classroom’ recently has been shifted. In the past, teacher leadership in a classroom was limited to didactics and expertise. Teachers have long served as ‘executors’, ‘executants’, not ‘leaders’ who are capable to manage the change and co-creation of knowledge within the interaction with students in a classroom. The aim of the study is to provide the descriptive analysis on contemporary research-based development regarding teacher leadership with the focus on concepts such as ‘becoming a teacher’, ‘professionalism of a teacher’, ‘co-creation’ and ‘teacher leadership’. Methods. The study is based on descriptive theoretical analysis. Conclusion. Becoming a teacher is the continuous process and means accepting the chal-lenge of imparting knowledge and guidance and approaching a high degree of ambivalence as it requires great diligence on the part of the teacher to be able to carry out her / his pro-fessional responsibilities. Co-creation is inseparable part of both - becoming a teacher and being a teacher leader as it helps to support the positive teaching-learning relationships and create the effective learning environments. Teacher leadership in a classroom is impossible to implement without self- recognition, which means in teaching practices teacher’s self-awareness.

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“…They provide students with crucial support in their learning journeys, significantly influencing their academic achievements (Li & Liu, 2022;Shen et al, 2020). Teacher leadership, as described by Yaacob and Don (2018), is fundamental in enhancing both teacher and student performance. Over time, the focus of school leadership studies has shifted from exclusively emphasising the principals' roles to incorporating the contributions of teachers (Hallinger & Kovačević, 2019).…”

Section: Introductionmentioning

confidence: 99%

Profile of Teacher Leaders in an Indonesian School Context: How the Teachers Perceive Themselves

Hariri,

Mukhlis,

Sumintono

2023

APJEE

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Teacher leaders play an important role in advancing learning in schools. However, this theme is under-researched, particularly in the Indonesian school context. This study investigated how Indonesian teachers rate themselves as being teacher leaders using the Teacher Leadership Self-Assessment (TLSA) instrument with a quantitative approach. The data was collected from 3,564 teachers from Lampung Province, Indonesia, with a cross-sectional method using an online platform. The collected data was analysed using the Rasch Analysis approach and showed good reliability and validity for the TLSA instrument as well as the Indonesian data. The findings showed that Indonesian teachers perceived themselves as having high levels of teacher leadership, but at the same time, the behaviours under the construct of communication were rarely engaged in and was thus identified as an area for improvement. Meanwhile, in terms of perceiving themselves as teacher leaders, the senior teachers, and those with more working experience were more significantly different in many constructs compared to the other demographic variables. The implications of this study suggest that there is still room to enhance teacher leadership by identifying the constructs and considering the teachers’ demographic variables.

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Teacher Leadership Model: Roles and Values

Cited by 5 publications

References 0 publications

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence

Becoming a Teacher: How to Recognize the Self as a Leader Is a Classroom

Profile of Teacher Leaders in an Indonesian School Context: How the Teachers Perceive Themselves

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