Distributed leadership (original) (raw)
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This study aims to describe the implementation of teachers management professional development through the teachers working group. This study is a mixed research conducted in ten districts /cities spread in Aceh Province, involving 37 Elementary Schools. The subject in this study include core teacher, teachers, chairman of the KKKS (Principal Working Group), as well as education offices chosen by purposive sampling. Data were collected through interviews, observation and documentation. Qualitative data analysis carried out by the procedure or steps such as data reduction, data display, and verification. The results showed that: (1) Profile of KKG in general consists of the components: (a) the legal basis, the name, position, and the nature of the organization, (b) the vision, mission, and futuristic goals, (c) membership, management and organizational structure, (d) basic budget, and (e) the facilities and infrastructure for KKG; (2) The implementation of KKG is done through the regular and development activities; (3) The obstacles encountered in the implementation of KKG include: (a) inadequate facilities and infrastructure, (b) financing needs to be improved, (c) the motivation of teachers is still low, (d) the principal supports to include teachers in routine activities are lacking due priority school activities, and (e) the support of local government and education authorities on the development of KKG is still lack; while (4) KKG development management evaluation done with the steps: (a) the supervision and monitoring, (b) evaluation, (c) reporting, and (d) feedback.
Teacher leadership: toward a new conceptual framework
Journal of Professional Capital and Community
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Training Teachers For Leadership In Education
European Proceedings of Social and Behavioural Sciences, 2021
The article discusses the problem of leadership in education, as well as the range of professional competencies necessary for a teacher to become an effective leader in the classroom, at school, and in the local community. The authors assume that leadership is a professional and personal characteristic of any teacher, and not just the head of an educational organization. Therefore, it is necessary to train future teachers for leadership at the university and through the professional development. The article presents the results of an empirical study aimed at revealing the attitude of teachers to leadership in education as a professionally important quality, as well as to various ways of training teachers for effective leadership. The authors analyze the results of an online survey of teachers and heads of educational organizations. The data obtained show that the responding teachers would like to develop their leadership qualities and consider leadership important for their professional activities. The results of the questionnaire confirmed the need for systematic and purposeful training of teachers for leadership both at the university and in the system of professional development. The authors come to the conclusion that it is necessary to train two categories of leaders in education at the university level: teachers of an educational organization and educational managers who perform leadership functions in this organization.
The following study examines teacher leadership from four specific aspects. The introduction refers to the importance and necessity of teacher leadership followed by the section of its definition. After the conceptual framework the third section describes the relation between teacher leadership and distributed leadership emphasising on the problematic nature of ‘leaders-followers’ structure. The last section explores how the phenomenon of teacher leadership functions in the Greek educational sector and finally the essay concludes with a general critical consideration derived from the preceding evidence.