Term Paper on "Teacher Leadership"
Term Paper 17 pages (4603 words) Sources: 20 Style: APA
[EXCERPT] . . . .
Teacher Leadership - Literature ReviewIntroduction
In the past few years, the relationship between the school principal
and teachers has emerged as a critical relationship necessary for the
continued educational opportunities of students, the growth of teachers,
and the success of the educational system as a whole. The available
literature on this topic reveals the importance of the perception of
teachers regarding their relationship with the principal, and these
studies clearly indicate that improved education for all students
requires a well-balanced relationship perception. A review of the
literature reveals that there is a large difference in the perceptions of
teacher leaders regarding their relationship with principals and the
relationship as perceived by the principal. Therefore, additional
studies are necessary in this area to correct the perceptions of the
teachers relationship with the principal, as the perception of this
relationship affects the quality of individual teacher instruction, the
height of student achievement, and the overall degree of efficiency in
school functioning.
Education & Training
A review of the literature in the area of education and training
indicates that principals are responsible for the implementation of any
educational reforms and stand in a unique position to challenge the ways
schools do business and motivate teachers to develop and learn the new
approaches to teaching and learning that are demanded through the
governme
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actual role of the school principal and what the role of the principal
needs to be with regard to education and training. Research studies
mention the lack of education, training, and time for the instructional
leadership role, for leadership activities being set aside for more
immediate problems, and includes the increasing volume of paper work.
Additionally, public expectations for the principal's role are mainly
managerial and, to a principal, this appears to be a safe and comfortable
role.
In studies by Barnett and McCormick (2004), each school is
responsible for resourcing levels, both financial and staffing, and for
the systematic evaluation and reporting of the outcomes of educational
programs and goals each year. Principals are responsible for the
implementation of any educational reforms and stand in a unique position
to challenge the way schools do business and motivate teachers to develop
the new approaches to teaching and learning that are demanded through the
government's reform. Barnett and McCormick acknowledge that the study
did have several limitations, such as the reliance on the perceptions of
teachers with respect to leadership and school learning culture. This
reliance on a single source may bias the relationships reported. A
conclusion of their study was that six dimensions of school culture were
identified: task focus goals, excellence in teaching, favoritism,
personal expectations for teaching, task and performance focus
instruction. One of the most important findings of their study was that
most of the variation in teachers' perceptions of leadership occurred at
the teacher level, and a smaller but significant amount occurred at the
school level. This result suggests that one-to-one relationships between
a principal and individual teachers mainly characterize leadership in
schools.
Barnett and McCormick (2004) also stated that the active principal
must be aware that individual concern is not simply being helpful and
considerate toward teachers. A principal demonstrates individual concern
when he or she approaches each teacher individually with respect and
fairness. The principal must also be assessable to teachers, support,
encourage, and recognize individual efforts. They must also provide
direction and guidance based on individual needs and development. The
results of other studies have also mirrored these issues. The selection
of principals was additionally addressed. This selection should include
a process to identify those who have a history of exhibiting the
interpersonal skills consistent with individual concern. A visionary
principal clearly defined expectations of teaching excellence to
teachers.
Thus, in the area of education and training, since the since the
principal is the leader who sets the direction of the school, the
principal's skills with people are crucial to the success of the
position. To develop positive relationships, there are essentially four
areas of interpersonal skills that need to be mentioned: trust,
motivation, empowerment, and collegiality. As the literature indicates,
without trust on the part of the teachers toward the principal, a
positive relationship perception cannot be built. Secondly, a principal
position involves motivating others and one way to accomplish this is
through a process of sharing the decision making. In relationships where
power is viewed as a reciprocal unit of exchange, people can become
committed, significant, and competent through promoting empowerment. As
teachers are the players most affected by change, empowerment enables
them to identify obstacles and design strategies for dealing with change.
Collegiality promotes idea sharing, project cooperation, and assistance
in professional growth, all of which benefit the students. Finally, the
teacher and principal relationship must be enhanced with education and
training for both parties.
Professional Development
The professional development of the teacher and principal is also
related to the research on education and training. Youngs and King
(2002) state that a prominent way in which principals shape school
conditions and teaching practices is through their beliefs and actions
regarding teacher professional development. They state that individual
teacher competence is necessary for effective classroom practice, and
that teachers must be able to integrate knowledge of students, subject
matter, and teaching context in planning out units and lessons and
assessing student work. The studies discussed by Young and King (2002)
examine the relationship of capacity to instructional quality and student
achievement. Findings from the study by Youngs and King (2002) indicated
that effective principals can sustain high levels of capacity by building
trust, creating structures that promote teacher learning, assist in the
implementation of general reforms. Their study results also suggest that
during transitions in school leadership, incoming principals must be
cognizant of shared norms and values among their faculties before
initiating new practices into the curriculum, instruction, or school
organization.
Research on effective schools indicates that the principal is pivotal
in bringing about the conditions that characterize effective schools.
There are three major forces that serve to shape and describe a school;
the public, the staff and the students, and that these forces interact
through the curriculum. Youngs and King (2002) concluded that principals
can enhance teachers' knowledge, skills, and dispositions and other
aspects of school capacity by connecting teachers to external expertise.
Their research defined the set of professional development activities in
which a faculty participate to include: 1) Planned professional
development for the entire staff; 2) Planned professional development for
individual teachers or key groups of faculty within the school; and 3)
Unplanned activities, some of which are individualized and some of which
are common to the entire faculty or to key groups of faculty. Youngs and
King (2002) determined that research has also demonstrated higher student
achievement to be associated with higher levels of school professional
community and program coherence. The literature in the area of
professional development indicates that in conducting future studies of
principal effects, it may be useful for researchers to employ
professional community and program coherence as mediating variables
between principal leadership and student achievement.
Collaboration between Teachers and Principal
Research by Marks and Printy (2003) examined the relationship between
principals and teachers and the potential of their active collaboration
around instructional matters to enhance the quality of teaching and
student performance. They base their analysis around a comparison of two
concepts of leadership; transformational and instructional. Marks and
Printy state that transformational leadership provides intellectual
direction and aims at innovating within the organization, while
empowering and supporting teachers as partners in decision making.
Instructional leadership, on the other hand, replaces a hierarchical and
procedural notion with a model of shared instructional leadership.
The findings of the studies by Youngs and King (2002) are comparable
to those of Marks and Printy. Both believe that instructional leadership
involves the active collaboration of principle and teachers on
curriculum, instruction, and assessment. The principle and teachers
share responsibility for staff development, curricular development, and
supervision of instructional tasks. The studies by Marks and Printy
(2003) differed in the aspect that they were able to study the
relationship of transformational and shared instructional leadership to
the quality of teaching and learning. This mode of instructional
leadership provides for learning and working with others; teachers,
students and parents to improve instructional quality. It is the
principle's responsibility to create a strong school culture, enabling
teachers to collaborate with them in redesigning the instructional
program so that all students can learn.
The research in the area of the relationship between teacher and
principal in collaboration revolves around the perception of the
relationship in the future. The research indicates that the role of the
principal in the future will be to encourage collaborative groupings of
teachers to play a more central role in the instructional leadership of
the school. This will require active participation of the principal to
facilitate change by motivating the staff and students, by reaching out
to the community, and by continually improving the school. This
includes teacher… READ MORE
Quoted Instructions for "Teacher Leadership" Assignment:
TEXT FILE NEEDED HAS BEEN UPLOADED TO FAX BOARD.
Please allow Victorianapolitano to write this paper.
I will E-mail section 1 (completed by Victorianapolitano)
Section 2
Literature Review
A 17-page literature review on the problem (using APA style 5th edition) with 20 different literature sources.
The review must be a critical analysis of the literature and should demonstrate the significance of the identified teacher leadership problem.
1. The literature review must have an introductory paragraph (an overview).
2. The literature review must be grouped by themes or topics (a critical analysis must be at the end of every theme or topic)
3. Critical Analysis is defined as strengths and weaknesses of the topics or themes.
4. The literature review must have a conclusion (sum up the review)
5. Use tentative language in the conclusion.
6. Justify the study (how is the study related to the literature review)
Section 3
A qualitative research method will be used for this paper.
Explain why the qualitative method was used for the research. Describe the procedure that would be followed in collecting, analyzing, and interpreting data.
Questions to be answered:
1. Method (qualitative) Why?
2. Data collecting method (include a sample of the data being collected*****¦..survey*****s used*****¦etc.
3. Describe the method used to display or communicate interpreted data.
4. Describe the method used to analyze the data.
Problem Statement: This study will examine teacher leader*****s perceptions regarding relationships with
principals.
I need an Anotated bibliography
*****
How to Reference "Teacher Leadership" Term Paper in a Bibliography
“Teacher Leadership.” A1-TermPaper.com, 2007, https://www.a1-termpaper.com/topics/essay/teacher-leadership-literature-review/9572379. Accessed 6 Jul 2024.
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