Teachers Making Sense of Principals’ Leadership in Collaboration Within and Beyond School

Sahlin, Susanne

doi:10.1080/00313831.2022.2043429

Cited by 4 publications

(4 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers have almost the same view in implementing the leadership of the madrasa principal as in terms of guiding, directing, providing encouragement and communicating well with all personnel in the madrasa environment. This finding is similar to what was reported by Sahlin (2022), madrasah principals showed empathy, communicated effectively and motivated in teacher training.…”

Section: Findings and Discussionsupporting

confidence: 91%

Teacher's Perception of the Principal's Leadership

Nasution

Siahaan

Ismail

et al. 2022

AIJP

View full text Add to dashboard Cite

This study answers the question of how teachers perceive the leadership of the madrasa principal. The type of this research is a qualitative approach with a descriptive-analytical study method, towards Madrasah Aliyah Negeri 1 Tapanuli Tengah. The focus of the research analysis includes aspects of behavior, experience, and leadership strategies of the madrasa principal. The results of this study indicate that (1) the leadership behavior displayed by the madrasa principal is perceived as good by the teachers. This is indicated by the exemplary figure displayed by the head of the madrasa and in line with the needs of the teacher, although there are still weaknesses in the aspect of providing learning facilities in madrasas. (2) the experience provided by the head of the madrasa, namely creating a conducive learning climate, appreciating the performance of educators, and providing creative and innovative space for teachers in education. (3) the leadership strategy practiced by the head of the madrasa to the teacher provides support (motivation) to the implementation of professional practice in education, including the provision of guidance, direction, and teaching practice through teacher delegations to participate in education and training (training), Subject Teacher Deliberation activities (MGMP), as well as reminding teachers about optimizing daily and monthly performance in the momentum of monthly apples in madrasas.

show abstract

Section: Findings and Discussionsupporting

confidence: 91%

Teacher's Perception of the Principal's Leadership

Nasution

Siahaan

Ismail

et al. 2022

AIJP

View full text Add to dashboard Cite

show abstract

“…School principals are found to be central 'shapers' of school culture, including a safe climate (Daniëls et al, 2019). Furthermore, research on collaborative innovation approaches argues that safety and mutual trust are necessary for persons to be convinced that it is worthy and safe to be involved in working relations (Sahlin, 2022;Torfing, 2019). These previous findings from the literature can be linked to our study, since we found a positive association between school principals' leadership practices and the safety of working relations.…”

Section: Discussionsupporting

confidence: 74%

“…A 'culture of collaboration', however, has many advantages. It can result in more 'school democracy' and more appropriate ideas and solutions for the challenges faced by schools (Fullan, 2016;Sahlin, 2022;Snoek et al, 2019). A growing number of schools have begun to initiate types of teacher collaboration, such as 'professional learning communities' and 'data teams' (Admiraal et al, 2021;Hargreaves & O'Connor, 2017).…”

Section: Introductionmentioning

confidence: 99%

Leading collaborative innovation in schools

Jong¹

View full text Add to dashboard Cite

Collaborative innovation processes need to be supported, guided, and led (e.g., Bason, 2010). Most empirical studies in the organizational literature have found positive relationships between leadership and the performance of public organizations (e.g., Knies et al., 2016). Educational literature acknowledges the vital role of school principals in creating suitable conditions for innovation processes and in leading these processes (Bush & Glover, 2014;Fullan, 2007Fullan, , 2016Hallinger & Heck, 2010). School principals can build organizational climate and culture, trust, and collaboration (Daniëls et al., 2019). Leadership is commonly defined as individuals exerting influence over others to structure activities and relationships, knowledge, and skills (Daniëls et al., 2019;Yukl, 2002). It is argued, mostly theoretically, that leadership of collaborative innovation is essentially distributive, horizontal, and adaptive, and that leaders need to respect the self-regulating character of collaborative innovation processes. Thus, in relation to collaborative innovation, there are limits to the enactment of traditional leadership theories based on command and control (Angelle, 2010;Ospina, 2017).A growing body of literature acknowledges a crucial role of distributed leadership for successful innovations in schools (

show abstract

“…The principals also acted as examples for the teachers by showing the learning practices and providing support to make the teachers focus on promoting student-focused learning. The collaboration between the principal and the teachers could influence the school's achievements and culture (Sahlin, 2023). In this case, the principals guided the teachers directly to promote studentfocused learning and to establish communication between the principal and teacher.…”

Section: Figure 2 Descriptive Datamentioning

confidence: 99%

The Professional Competency Development Model of Science Teachers through Learning Leadership

Utaminingsih,

Sundari,

Mirana

2024

JPII

View full text Add to dashboard Cite

This research aims to analyze the model for developing the professional competence of science teachers through learning leadership. This method is quantitative research applied to a survey with a cross-sectional design. The participants were the science teachers at Pati residency, with 240 respondents. The researchers collected a questionnaire consisting of 46 validated questions with estimated reliability. The questions consisted of four teacher competence models and three leadership learning indicators. The researchers analyzed with the Structural Equation Modeling, SEM. Based on the data analysis, the science teacher competency development model is positively influenced by learning leadership by 15% in the small category. It also showed that the science teacher competency model formed from indicators of professional development and learning practices is in the large category, while professional knowledge and soft skills are in the moderate category. This research concluded that learning leadership contributed little to the science teacher competency development model. In the era of independent learning, it was important for school principals to increase the development of professional competency models for science teachers so that they can implement student-centered learning. The results of these findings provided input to school principals to improve their leadership in managing teacher learning, starting from planning, learning processes, evaluation, and reflection, while science teachers to improve their professional competence through learning activities with lesson studies and research actions as well as activities outside of learning such as training and seminars.

show abstract

Teachers Making Sense of Principals’ Leadership in Collaboration Within and Beyond School

Cited by 4 publications

References 48 publications

Teacher's Perception of the Principal's Leadership

Teacher's Perception of the Principal's Leadership

Leading collaborative innovation in schools

The Professional Competency Development Model of Science Teachers through Learning Leadership

Contact Info

Product

Resources

About