How to Improve Teaching Practices (original) (raw)
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Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from 32 elementary schools in the Netherlands. A structural model was tested on the within-school covariance matrix and a chi-square test taking into account nonindependence of observations. Findings: Results suggest that teachers' engagement in professional learning activities, in particular experimenting
Teacher Efficacy and Teacher Professional Learning: Implications for School Leaders
Journal of School Leadership
This study examined teachers' professional development experiences through the lenses of personal teaching efficacy and professional learning. Initially, 45 academic teachers from three public urban high schools were selected to participate based on their reputations as excellent teachers and their core academic content areas. These teachers were then asked to identify five peers believed to be excellent teachers. They completed the personal teaching efficacy (PTE) scales, and 10 teachers with the highest PTE and 10 teachers with the lowest PTE were selected for analysis. Teachers completed in-depth, semi-structured, and open-ended,
School Effectiveness and School Improvement, 2016
Self-efficacy is extensively discussed within social cognitive theory. This study aimed to explore the impact of professional development and practice on school leaders' self-efficacy in Cyprus. A quasi-experimental design involving 2 groups of novice secondary deputy head teachers was employed. All participants practised leadership at the time, but the experimental group also attended a leadership training programme. The School Leaders' Self-Efficacy Scale addressing 8 dimensions was distributed to both groups at the beginning and the end of the school year. A within-group analysis indicated positive effects on self-efficacy regarding evaluating classroom practices for the experimental group. However, for the control group, effects were negative on self-efficacy with regards to evaluating classroom practices, monitoring learning, and leadership of continuing professional development. Between-group analyses revealed positive gains for the experimental group across the 3 aforementioned self-efficacy dimensions. Arising implications are discussed in the context of professional development programmes for school leaders in Cyprus.
Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers' engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers' engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other's change. A considerate and stimulating transformational leader was found to contribute to this process. Change in self-efficacy was influenced by self-reflection, indicating that learning leads to competency beliefs. Together, the findings point to the important role transformational leadership practices play in facilitating teamwork, and sustaining teachers' levels of learning in schools.
Purpose-There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months. Design/methodology/approach-A total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learningcentred leadership practices, with self-efficacy as the mediating variable. Findings-We found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role. Originality/value-We argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.
International Journal of Environmental Research and Public Health
Background: The current rapid development demands educators to possess innovative behaviour. Presently, in the environment of rapid technological growth and borderless global communication, teachers with innovative behaviour are capable of facing each painful challenge that confronts the education system; therefore, it is essential to understand the factors influencing the innovative behaviour of teachers. Purpose: To identify the influence of teachers’ self-efficacy and school administrators’ transformational leadership practices on teachers’ innovative behaviour. Method: A quantitative approach using a cross-sectional survey design with a sample of 1415 teachers from four states in Malaysia, and the data were statistically analysed using SPSS® version 26.0 for Windows™ (IBM Corporation, New York, NY, USA). Result: Multiple Regression Analysis found that teachers’ self-efficacy and school administrators’ transformational leadership practices both had a significant influence on teac...
The Relationship between Educational Leadership and Teachers’ Self-efficacy
The European Journal of Social & Behavioural Sciences
Leadership style of school principals is considered an influential factor in teachers' self-efficacy. However, very few studies have explored the relationship between the transformational and transactional leadership style of school principals and self-efficacy of teachers. The aim of this study is to investigate the relationship between teachers' self-efficacy and their perceptions of leaders/principals' behaviour, with a special focus on the transactional and transformational leadership practices. Quantitative research design employing a stratified random sampling was used for this study. A total of (n= 357) teachers were surveyed, using the Multifactor Leadership Questionnaire (MLQ) and Bandura's Instrument for self-efficacy. The strongest correlation was noticed between Idealized influence and self-efficacy for climate in schools (r = .377, p<.001), while Individual Consideration was found to be the strongest predictor of self-efficacy for teaching F (1,355) = .363, p<.000) with an R 2 of .132. All four attributes of transformational leadership and two attributes of transactional leadership (contingent reward and active management by exception) were significantly associated with attributes of self-efficacy, whereas passive management by exception was the only leadership trait that was correlated negatively with self-efficacy. Results could point to contextual and cultural explanations regarding the perception of authority and leadership. Further work is needed to provide a better understanding of the relationship between attributes of transformational and transactional leadership and selfefficacy. The study provides practical implications that can be used in educational settings.
Al-Ishlah, 2022
This research aims to investigate how primary school teachers' levels of transformational leadership, competency, and selfefficacy are related to student achievement. This study used a quantitative approach, and SPSS was used to analyse the collected data. In order to collect this information, 210 primary school teachers in Tangerang were picked at random and sent online questionnaires. The results of this study show that there is a positive relationship between transformational leadership and teacher performance, as well as a favourable relationship between transformational leadership, competency, selfefficacy, and teacher performance.
European Journal of Business and Management, 2020
The purpose of this study was to determine the effect of transformational leadership and professional competence, both partially and simultaneously towards professional competence. It was also to reveal the role of work motivation as a mediating variable. The data analysis method used in the study is Structural Equation Modeling (SEM) with the Analysis of Moment Structure (AMOS) 22.0 program with the sample size of 255 respondents, taken from a population of 852. The study presented a novelty since most of the study related to competence was in large scopes of competence. This study focused on professional competence in order to get the detailed result. The conclusions are: (1) transformational leadership and professional competence have a significant effect on work motivation, (2) transformational leadership, professional competence, and work motivation have a significant effect on teachers' performance. The following results are: (1) professional competence had the most domina...