The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Decagonal approach, a vehicle for school improvementMuhammad Yusuf
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
The document discusses Michael Fullan's research on educational change and improvement. It applies Fullan's eight lessons on change to current educational issues and practices. Fullan's research supports practices like collaborative decision making and acknowledging internal and external stakeholders. It conflicts with bureaucratic systems that prioritize compliance over teacher satisfaction. The document concludes that educational policies should align with Fullan's research, which is supported by evidence, to create thriving learning communities.
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
The importance of Professional Learning Communitie for School ImprovementJACQUELINE VILELA
This document discusses the importance of professional learning communities (PLCs) for school improvement. It defines PLCs as groups that allow educators, especially teachers and school leaders, to engage with one another and continuously improve their practices. The document outlines several key benefits of PLCs, including building collaborative relationships, engaging educators in consistent learning, and addressing inequities in teaching. It emphasizes that the principal plays a critical role in facilitating PLCs and creating a positive school culture where teachers can collaborate and learn from one another.
1) The document discusses improving the quality of teaching through effective school leadership. Research shows that teacher quality and school leadership have the greatest impact on student learning outcomes.
2) It explores how school leaders can influence teachers and middle leaders to improve teaching standards through developing a clear vision of effective teaching, providing meaningful feedback, supporting teacher development, and ensuring leadership prioritizes teaching and learning.
3) Developing a culture of trust where teachers feel comfortable receiving feedback and engaging in professional dialogue is important for improving practice. Leaders must be able to accurately evaluate teaching quality and support teachers to improve.
This document discusses improving the quality of teaching through effective school leadership. It makes three key points:
1) Research shows that teacher quality has the greatest impact on student learning outcomes, so school leaders must prioritize improving teaching. Leaders can influence teaching through setting expectations, supporting teachers, and challenging them to improve.
2) To improve teaching, leaders must develop a clear school-wide vision of effective teaching and learning, establish a culture of trust and feedback, and provide meaningful support and challenge to teachers.
3) Leaders need knowledge of effective teaching practices to make accurate judgements and support teachers through evidence-based approaches. They must draw on research to inform improvement efforts and contribute their own school-based research.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Decagonal approach, a vehicle for school improvementMuhammad Yusuf
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
The document discusses Michael Fullan's research on educational change and improvement. It applies Fullan's eight lessons on change to current educational issues and practices. Fullan's research supports practices like collaborative decision making and acknowledging internal and external stakeholders. It conflicts with bureaucratic systems that prioritize compliance over teacher satisfaction. The document concludes that educational policies should align with Fullan's research, which is supported by evidence, to create thriving learning communities.
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Pub...William Kritsonis
Dr. Fred C. Lunenburg, Merchant Professor, Sam Houston State University - Published in NFEAS JOURNAL, 31(1) 2013-2014 - Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982)
This document summarizes a study that examined teachers' perceptions of collaboration at two South African schools that received an award for being inviting schools. The study used Hord's model of professional learning communities to assess collaboration. Hord's model includes five dimensions: shared leadership, shared vision and values, individual and shared learning, shared practices, and supportive conditions. The results showed that teachers perceived collaboration was present at both schools based on the five dimensions being evident. The study validated that Hord's model is consistent with the assumptions of Invitational Education theory regarding collaboration being a cooperative activity.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This document is a chapter from a research thesis that examines teachers' understandings of teacher professionalism and teacher leadership in New Zealand primary schools. It provides background on how expectations of teachers have changed internationally with the rise of the knowledge society. In New Zealand, education reforms in the 1990s challenged the professionalism of teachers. The study aims to understand how teachers view the concepts of professionalism and leadership in relation to their work through qualitative interviews. The literature review in Chapter 2 will analyze facets of school culture that support professionalism and teacher leadership. Subsequent chapters will outline the research methodology and findings, and discuss the implications in the context of the literature.
A comparative study of principals’ administrative effectiveness in public and...Alexander Decker
This study investigated the administrative effectiveness of principals in public and private secondary schools in Ekiti State, Nigeria. The study found a moderate level of administrative effectiveness in public schools, while private schools demonstrated a high level of effectiveness. Specifically, teachers' job performance and students' discipline were higher in private schools compared to public schools. The study also found a significant difference in administrative effectiveness between public and private secondary schools. It recommends that principals in public schools improve their administrative strategies to enhance students' discipline.
This article discusses teacher retention and the relationship between effective leadership, reciprocal accountability, and human resource alignment. It summarizes that teacher retention is highest when teachers feel valued by their employers through supportive professional development, recognition, and career growth opportunities. Effective school leaders create positive learning environments by empowering teachers, communicating well, focusing on student success, and celebrating diversity. These practices help attract and retain high-quality teachers.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
The document discusses teacher leadership, which focuses on improving teaching and learning through collaborative professional development rather than formal roles. It argues that teacher leadership is important for sustaining school improvement over time by building internal capacity. Research shows teacher leadership enhances teacher self-efficacy and morale, and that collaboration between teachers improves teaching quality. For teacher leadership to thrive, schools must empower teachers and provide time and training for leadership work. Teacher leadership benefits both schools and teachers by raising standards and engaging teachers in meaningful professional learning.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
This document discusses the challenges facing school principals in their leadership role. It notes that principals face increasing pressure due to changes in education and standardized testing requirements. Additionally, solely relying on the principal for leadership is misguided; leadership should be distributed among administrators, teachers, and staff. Effective principal leadership requires cultivating trust and support within the school community to balance external policy demands while focusing on student needs. Overall, the principal role requires nuanced leadership that navigates federal standards while prioritizing educational experiences.
This document discusses rethinking school leadership and transformation. It provides:
1) Evidence that current school improvement strategies are reaching limits and not addressing complex issues blocking further progress.
2) A call for a new paradigm of school leadership focused on transformation rather than just incremental improvement. This would develop five minds - disciplined, synthesizing, creating, respectful and ethical/spiritual - and address complex problems through systems thinking.
3) Examples of systemic leadership approaches using communities and networks to holistically drive change through developing leadership in others over the long term.
In 3 sentences or less, it argues that a new paradigm is needed to transform schools for the 21st century by developing leaders' abilities to
Journal of asian and african studies exploring successful principalship 2014steyngm1
This document summarizes a case study on a successful school principal in South Africa. It explores how the principal succeeded in sustaining leadership despite challenges in the South African education system. The study interviewed the principal and staff to understand the principal's leadership traits, style, and ability to sustain improvement over time. Key findings were that the principal was fully committed to improving learning quality, skillfully used resources, and developed trust through a clear vision, high expectations, and integrity. The study provides insights into successful principal leadership practices that could benefit other South African school leaders.
This document discusses strategies to raise teacher morale and improve school climate based on the author's Fulbright research. It details the author's research methods, which included surveys of South African teachers, school visits in the US, and attending a character education forum. Key findings were that strong leadership, clear rules and consequences, and character education programs can positively impact school climate. Specific strategies discussed include using guidance counselors, online parent communication, enforcing discipline codes, block scheduling, offering electives, and supporting gifted and special needs students. The author found that these approaches helped improve teacher satisfaction at the schools visited.
The document discusses the increasing role of principals as instructional leaders in schools due to accountability pressures and budget cuts. It notes that principals are now directly responsible for student achievement and no longer have assistance from curriculum specialists or assistant principals due to staffing reductions. The document examines how principals are adapting to focus more on instructional tasks like analyzing student data, observing classrooms, and facilitating teacher collaboration. It also explores the challenges of principals having to expand their instructional knowledge and manage their increasingly demanding schedules.
This document summarizes a study that examined teachers' perceptions of collaboration at two South African schools that received an award for being inviting schools. The study used Hord's model of professional learning communities to assess collaboration. Hord's model includes five dimensions: shared leadership, shared vision and values, individual and shared learning, shared practices, and supportive conditions. The results showed that teachers perceived collaboration was present at both schools based on the five dimensions being evident. The study validated that Hord's model is consistent with the assumptions of Invitational Education theory regarding collaboration being a cooperative activity.
Leadership Style and Teachers Commitment in Public Primary Schools in Bomet C...Reuben Chirchir
This document discusses a study on the relationship between leadership style and teacher commitment in public primary schools in Bomet County, Kenya. The study found that:
1. Teachers perceived their head teachers as practicing transformational leadership styles like idealized influence and intellectual stimulation more than transactional styles.
2. Teacher commitment was found to be moderate overall, with normative commitment being higher than affective or continuance commitment.
3. There were positive correlations between transformational leadership and normative commitment, as well as between transactional leadership and affective commitment. However, the correlations were low, possibly due to other challenging factors in the work environment.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
This document discusses theoretical perspectives on managing disadvantaged schools, using remote indigenous schools as a case study. It begins by introducing the importance of education in Malaysia's development. School administrators play a key role in school success. The document then reviews literature on leadership styles and a conceptual framework for indigenous education. It describes the methodology of interviewing administrators at two indigenous schools. Findings show the administrators prioritize basic skills and have modest performance targets, seeing indigenous students need supportive and encouraging teaching methods tailored to their culture.
This document is a chapter from a research thesis that examines teachers' understandings of teacher professionalism and teacher leadership in New Zealand primary schools. It provides background on how expectations of teachers have changed internationally with the rise of the knowledge society. In New Zealand, education reforms in the 1990s challenged the professionalism of teachers. The study aims to understand how teachers view the concepts of professionalism and leadership in relation to their work through qualitative interviews. The literature review in Chapter 2 will analyze facets of school culture that support professionalism and teacher leadership. Subsequent chapters will outline the research methodology and findings, and discuss the implications in the context of the literature.
A comparative study of principals’ administrative effectiveness in public and...Alexander Decker
This study investigated the administrative effectiveness of principals in public and private secondary schools in Ekiti State, Nigeria. The study found a moderate level of administrative effectiveness in public schools, while private schools demonstrated a high level of effectiveness. Specifically, teachers' job performance and students' discipline were higher in private schools compared to public schools. The study also found a significant difference in administrative effectiveness between public and private secondary schools. It recommends that principals in public schools improve their administrative strategies to enhance students' discipline.
This article discusses teacher retention and the relationship between effective leadership, reciprocal accountability, and human resource alignment. It summarizes that teacher retention is highest when teachers feel valued by their employers through supportive professional development, recognition, and career growth opportunities. Effective school leaders create positive learning environments by empowering teachers, communicating well, focusing on student success, and celebrating diversity. These practices help attract and retain high-quality teachers.
Support for educators and trainers Bucharest 2014private practice
Teacher induction, defined as inservice support for beginning teachers, is separate from preservice preparation and ideally serves as a bridge linking preservice and inservice education. Common objectives of teacher induction include teacher development, socialization into the profession, assessment of teaching effectiveness, and support in refining practic. Although programs vary between schools and context, they typically include a variety of activities such as orientation, classroom support, workshops, collaboration with colleagues, and mentoring (Ingersoll & Strong, 2011).
Teachers often struggle when inducted to the profession without a sufficient transitional period that allows them to practice their teaching skills prior to undertaking the responsibilities the job requires (Ganser, 2002). As a result, first year teachers are, on average, less effective than their more experienced colleagues (Rockoff, 2008). In analysis of data from the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey, Ingersoll and Merrill (2010) concluded that the majority of teachers are either beginners or nearing retirement. More than a quarter of teachers are in their first five years of teaching. Thus, the teacher force is on the verge of being expanded, replaced, and re-made (Ingersoll & Merrill, 2010).
The document discusses teacher leadership, which focuses on improving teaching and learning through collaborative professional development rather than formal roles. It argues that teacher leadership is important for sustaining school improvement over time by building internal capacity. Research shows teacher leadership enhances teacher self-efficacy and morale, and that collaboration between teachers improves teaching quality. For teacher leadership to thrive, schools must empower teachers and provide time and training for leadership work. Teacher leadership benefits both schools and teachers by raising standards and engaging teachers in meaningful professional learning.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
This document discusses the challenges facing school principals in their leadership role. It notes that principals face increasing pressure due to changes in education and standardized testing requirements. Additionally, solely relying on the principal for leadership is misguided; leadership should be distributed among administrators, teachers, and staff. Effective principal leadership requires cultivating trust and support within the school community to balance external policy demands while focusing on student needs. Overall, the principal role requires nuanced leadership that navigates federal standards while prioritizing educational experiences.
This document discusses rethinking school leadership and transformation. It provides:
1) Evidence that current school improvement strategies are reaching limits and not addressing complex issues blocking further progress.
2) A call for a new paradigm of school leadership focused on transformation rather than just incremental improvement. This would develop five minds - disciplined, synthesizing, creating, respectful and ethical/spiritual - and address complex problems through systems thinking.
3) Examples of systemic leadership approaches using communities and networks to holistically drive change through developing leadership in others over the long term.
In 3 sentences or less, it argues that a new paradigm is needed to transform schools for the 21st century by developing leaders' abilities to
Journal of asian and african studies exploring successful principalship 2014steyngm1
This document summarizes a case study on a successful school principal in South Africa. It explores how the principal succeeded in sustaining leadership despite challenges in the South African education system. The study interviewed the principal and staff to understand the principal's leadership traits, style, and ability to sustain improvement over time. Key findings were that the principal was fully committed to improving learning quality, skillfully used resources, and developed trust through a clear vision, high expectations, and integrity. The study provides insights into successful principal leadership practices that could benefit other South African school leaders.
This document discusses strategies to raise teacher morale and improve school climate based on the author's Fulbright research. It details the author's research methods, which included surveys of South African teachers, school visits in the US, and attending a character education forum. Key findings were that strong leadership, clear rules and consequences, and character education programs can positively impact school climate. Specific strategies discussed include using guidance counselors, online parent communication, enforcing discipline codes, block scheduling, offering electives, and supporting gifted and special needs students. The author found that these approaches helped improve teacher satisfaction at the schools visited.
The document discusses the increasing role of principals as instructional leaders in schools due to accountability pressures and budget cuts. It notes that principals are now directly responsible for student achievement and no longer have assistance from curriculum specialists or assistant principals due to staffing reductions. The document examines how principals are adapting to focus more on instructional tasks like analyzing student data, observing classrooms, and facilitating teacher collaboration. It also explores the challenges of principals having to expand their instructional knowledge and manage their increasingly demanding schedules.
The document discusses how teaching is a form of leadership. It argues that effective teaching requires everyday acts of leadership through building relationships, collaborating with others, conducting inquiry into student learning, and developing partnerships. It provides examples of how experienced teachers demonstrate leadership within their classrooms by teaching well to support all students, collaborating with colleagues, parents and communities, using inquiry to improve instruction, and leveraging resources through partnerships. Overall, the document promotes the idea that teaching is a leadership role that can transform students, schools and communities.
This document summarizes a research study on gender gaps in leadership positions at universities. The study analyzed leadership data from top 200 international universities and top 12 Romanian universities. It found that internationally, 94.5% of university senate presidents, 84.8% of rectors, and 71.1% of vice-rectors were male. Similarly, in Romania all university rectors were male, and males held 78.2% of deputy dean positions. The study also interviewed people in university leadership and found barriers that women face in advancing, such as organizational cultures favoring total work commitment. Overall the study shows gender imbalances still exist in higher education leadership internationally and in Romania.
La naturaleza es la máxima creación de Dios. Incluye todo lo que existe en el universo como la vida y los reinos animal y vegetal. Se enfatiza el trato compasivo hacia los animales que también fueron creados por Dios y son inteligentes.
Improving leadership in higher education institutionsmejastudy
Improving leadership in Higher Education institutions:
a distributed perspective
Jitse D. J. van Ameijde Æ Patrick C. Nelson Æ Jon Billsberry Æ
Nathalie van Meurs
Editing in premiere powerpoint of screenshotsSmalkin1996
The document discusses screenshots from editing a trailer in Adobe Premiere. It describes learning to use the cut tool, which allows clips to be trimmed to the right size and edited together. Effects tools are also shown, which can add zooms, black and white filters, and other effects. Color correction options are highlighted for adjusting brightness, darkness, and white balance as needed. Files are imported by dragging them from the project panel into the timeline for editing.
La naturaleza es la máxima creación de Dios. Incluye todo lo que existe en el universo como la vida y los reinos animal y vegetal. Se enfatiza el trato compasivo hacia los animales que también fueron creados por Dios y son inteligentes.
Educational leadership. key elements supportingmejastudy
This document discusses key elements of educational leadership that support teaching and learning. It argues that educational leadership needs to change to adapt to 21st century challenges. There are three main principles of educational leadership: 1) the focus is on the teaching process, 2) objectives are determined by the context of teaching, and 3) increasing teacher participation and responsibility for the teaching process. Educational leaders should create optimal conditions for teaching and learning by empowering and supporting teachers. This will allow schools to better serve the needs of modern societies.
Educational leadership and life in schoolsmejastudy
This dissertation examines how leadership impacts life in schools through a critical analysis of the research literature and theoretical foundations of educational leadership. The study aims to understand how ideologies have shaped what counts as knowledge in the field. It conducts a historical analysis of the development of educational leadership theory and two literature reviews on the relationship between leadership and outcomes in schools. Through this interpretive investigation and ideological critique, the goal is to "emancipate" the field from restrictive epistemologies and methodologies that have been dominant due to certain ideologies. The study seeks to understand how the field arrived at its present state by thoroughly investigating its history in order to inform future directions.
This document describes an electronic toll collection system using RFID technology. It consists of an ATmega328 microcontroller, LCD display, RFID reader and tags, motor driver IC and DC motor. The RFID tag is read and the stored balance is checked. If sufficient, the balance is deducted and the motor opens the gate. This system allows automatic toll collection without stopping, reducing congestion. It provides transparency while decreasing operating costs for toll operators.
This document discusses the concept of probability. It defines probability as a measure of how likely an event is to occur. Probabilities can be described using terms like certain, likely, unlikely, and impossible. Mathematically, probabilities are often expressed as fractions, with the numerator representing the number of possible outcomes for an event and the denominator representing the total number of possible outcomes. The document provides examples to illustrate concepts like independent and conditional probabilities, as well as complementary events and the gambler's fallacy.
Teacher leadership plays a vital role in educational reforms and school improvement. It is defined in various ways, but generally involves collaboration, sharing best practices, taking action, and role modeling. Teacher leaders address issues affecting the school and classroom more directly. They also improve student achievement when given decision-making powers. Challenges include existing school norms, but teacher leadership can be promoted through distributed leadership models and principals who motivate and focus on instruction.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Empowering Teachers in Ghanaian Basic Schools: Prospects and ChallengesAJHSSR Journal
Whilst teacher empowerment is not new in literature, it appears that its practice is novel tomany head teachers of basic schools in Ghana. The study sought to investigate the prospects and challenges of teacher empowerment in Ghanaian Basic Schools. Using the convergent parallel design, a total of 282 teachers were randomly sampled from 32 basic schools in the Central Region of Ghana for the study. Whereas all 282 teachers answered the structured questionnaires, six (6) of them were further sampled to provide responses for the semi-structured interviews. The study revealed that the extent of teacher empowerment in the basic school is high. With regard to the prospects of teacher empowerment, the study established that teacher empowerment makes teachers more effective and helps to create the school‟s vision for students‟ success. The study further found that the main challenges facing teacher empowerment include: the hierarchical school structures, lack of trusts for teachers and favouritism from the part of head teachers. In view of the findings, the study recommended that head teachers of the basic schools should trust and respect teachers, support staff development and teachers‟ decisions. Additionally, head teachers of the basic schools should allocate adequate time for the development of collaborative relationships among teachers.
This study examined how individual teachers responded differently to professional collaboration aimed at improving instruction for students with disabilities. The researchers found that some teachers readily adopted and implemented strategies learned in collaboration, while others did not. Teachers varied in their knowledge of curriculum, pedagogy, student management, and student-centered instruction. Those who were better able to reflect on and adapt their instruction profited more from collaboration. The study suggests teacher qualities like knowledge and beliefs influence how much they learn from collaborative opportunities. Understanding these differences could help improve collaborative professional development.
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
Journal of Education and Social Policy_Shifting the Learning Paradigm of Pres...Antwuan Stinson
Seven preservice teachers participated in a study examining their reflections on 30 hours of required classroom observations at two urban, predominantly African American schools with high rates of poverty. The preservice teachers observed instruction across various subject areas and provided feedback in response to questions about their observations. Their responses indicated that conducting observations as a group facilitated richer reflection compared to individual observations. Key themes that emerged from their reflections included classroom management, student engagement, and pedagogical practices.
This document summarizes four sources related to school leadership and culture. The first source discusses a principal who celebrates diversity and coaches his staff to understand how diversity impacts learning. The second source suggests school leaders simplify improvement efforts by focusing on key goals and strategies. The third source emphasizes the importance of a positive school climate and culture for student outcomes. The fourth source discusses using brain-based learning strategies and the importance of collaboration between teachers, administrators, parents and researchers.
This document presents a model for developing teacher leaders. It discusses key aspects of teacher leadership including defining a vision, valuing leadership roles, and facing obstacles. The model identifies essential knowledge, skills, and dispositions for teacher leadership including understanding change processes, developing advocacy and collaboration skills, and exhibiting dispositions like risk-taking and efficacy. The document provides recommendations for teacher educators and administrators to use this model by focusing professional development on these areas and creating opportunities for teachers to strengthen their leadership abilities.
Gives an information about the prof ed, and enhances students capabilities regarding topics. Providing such information that are are worth more than gold ok po ako sa boarding po ako sa boarding po ako sa office and they are worth more po love you more than gold ok ok I love you too po ako sa boarding po ako sa boarding po ako sa boarding po ako sa boarding po ako sa boarding po giving me a nice weekend love you night din love just wanna see you later love and miss anything else you need me to bring anything for you more po love ko 🤗 I miss you always din po love ko po alam kung may be a nice day din po love ko ah ok po love ko ah ok po kita palagi sa lahat ng yun bae may have to go back at work ka na na po tayo love ko na ww I miss the w ag nakita kita palagi mahal din love ko stock price of test and lastly you always have to prepare a new test results from working you always have to go back at work ka na na seen it eedddddd I miss the students will help me happy to go back at the end you always have to prepare a nice weekend too love ko stock market open on ka po muna ako ah I miss the students to be a good night love ko stock market e a teacher then one is a teacher was the first 🥇🥇🥇🥇🥇🥇🥇🥇🥇🥇 you more po love ko ah ok po sabi ni no prob I miss the w hr number you more than you more than gold bae and then maya mag is also a teacher then maya po reply ko ah I see it takes to be test and not yet but when you always have a great weekend love ko stock price of the learner and then maya po reply I eeeeee I miss the students will repeat of it I miss the w ag nakita ko na na seen ko na na seen it in the future of our house and then I miss the w hr phone you more than anything I can learn how hard I can do to be done ✅✅✅✅✅✅ you more po ako ah I love it and the other is the content related which of these w ag tampo you always have a great weekend and happy to be done by word on ka na na seen it eedddddd you always have a great weekend and enjoy the day din e 1 na na seen it in the morning po maam pasensya po ako ah I miss the students to 3eee
Assistant Principals Perceptions Of The PrincipalshipLaurie Smith
This study examines assistant principals' perceptions of their self-efficacy and leadership practices in various domains. The findings suggest that while assistant principals feel efficacious in facilitating collaboration and family/community engagement, there are gaps in their self-reported instructional leadership and school improvement practices. The study also confirms there is a lack of consistency in the assistant principal role. The study aims to determine the relationship between assistant principals' self-efficacy, the efficacy of the profession, and their leadership practices, and whether these differ based on contextual factors. A survey of 220 assistant principals in a large, diverse, urban school district is used to address the research questions.
This document provides background information on a research study examining the relationship between leadership style of headmasters and the school climate of primary schools in Klang, Selangor, Malaysia. It discusses leadership styles and school climate based on prior literature. The study aims to investigate the leadership styles of headmasters, analyze the school climate, examine the relationship between leadership style and climate, and identify ways to improve school climate. It outlines the research problem, objectives, questions, significance, operational definitions, and limitations of the study.
Teacher’s attitudes and strategies can be influenced by workplace
professional learning, which in turn affects student engagement and learning.
Although educators are accountable for their professional development, the
school must be learning-centered and able to provide resources for all
members of the institution to improve their teaching and learning skills for
the overall development of the school. The project's goal was to perform a
pilot intervention study on the impact of school director-led workplace
professional development for in-service teachers to provide evidence and
recommendations on the impact of school director-led workplace
professional development training for teachers. The intervention study on
school director-led workplace professional development training for teachers
on formative assessment indicates that there were significant changes in
teachers’ understanding and use of formative assessment. The result found
that there is statistical difference between the teacher’s pre- and postintervention
survey response on formative assessment workplace
professional development training. The evidence stands as a
recommendation for school directors, teachers, the ministry of education and
other stakeholders for quality teaching and whole school development.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
Influential factors for knowledge creation practices of CTEt.docxjaggernaoma
Influential factors for knowledge creation practices of CTE
teachers: mutual impact of perceived school support,
transformational leadership, and work engagement
Ji Hoon Song • Sang Hoon Bae • Sunyoung Park •
Hye Kyoung Kim
Received: 27 March 2013 / Revised: 29 July 2013 / Accepted: 14 September 2013 / Published online: 2 October 2013
� Education Research Institute, Seoul National University, Seoul, Korea 2013
Abstract This study examined the structural relationships
among perceived school support, transformational leader-
ship, teachers’ work engagement, and teachers’ knowledge
creation practices. It also investigated the mediating effects
of transformational leadership and work engagement in
explaining the association between perceived school support
and knowledge creation practices. Samples included 284
career and technical education teachers in the United States.
Structural equation modeling was employed. Perceived
school support was positively associated with transforma-
tional leadership and teachers’ work engagement, but had no
direct impact on knowledge creation practices. Transfor-
mational leadership was found to affect knowledge creation
practices, but not work engagement of teachers. Although a
supportive school climate had no direct relationship with
knowledge creation practices, it indirectly affected this
outcome variable through transformational leadership and
teachers’ work engagement. The results suggest that in order
to increase teachers’ knowledge creation activities, a sup-
portive school climate should be provided with efforts to
improve teachers’ work engagement and transformational
behaviors of the principal.
Keywords Knowledge creation � Perceived school
support � Transformational leadership � Work
engagement � Career and technical education
Introduction
As the world has transformed from the industrial age to the
knowledge era, creating new and innovative knowledge is
becoming increasingly important to organizations that want
to build a competitive advantage and maintain high per-
formance (Ichijo and Nonaka 2007). No matter what
business one finds oneself in, a critical issue is how to
establish organizational environments that encourage and
support employees to be engaged in knowledge creation
activities. Public schools are no exception. To achieve
school reform and improve performance, it is essential for
teachers to generate innovative knowledge that improves
work processes and makes teaching and learning in schools
more effective (McCharen et al. 2011; Viviano 2012).
The current study focuses on career and technical edu-
cation (CTE) schools, which have long been stigmatized as
low-performing institutions with second-class students.
They have generally been viewed ‘‘the track for low-
achieving, non-college bound students (Palmer and Gaunt
2007, p. 35)’’ and tend to enroll greater number of minority,
special needs, and low socioeconomic students who are more
likely.
School as organization by Mr. Jefferson LeronaIreneGumiran
The document discusses school as an organization and educators as managers using participatory management. It defines school as an organization as how schools arrange resources like time, space, and personnel to maximize student learning. It discusses the need for school organization to ensure smooth functioning and optimal resource use. Principles of school organization include adapting to individual differences and changes in society. The document also discusses educators as managers and various roles teachers and principals play in management. It defines participatory management as including relevant stakeholders in decision making and lists benefits like increased job satisfaction, commitment, and performance.
The document contains summaries of perspectives on instructional leadership from several individuals:
- Mr. Alan Ray emphasizes having a shared school vision, monitoring student data, and building trust with faculty and students.
- Anthony Stewart stresses the importance of relationships and using research on best practices to guide instructional improvements.
- Mr. Keeton describes the shifting role of educational leaders to focus on instructional strategies and using data to tailor supports.
- A research article outlines benefits of professional learning communities for school improvement, teacher development, and student learning.
Leadership Effects On Student Achievement And Sustained School Successnorshimhashim
This document summarizes research on the effects of leadership on student achievement and sustained school success. It finds that direction setting, developing people, and redesigning the organization are core leadership practices used by successful principals in different contexts. Direction setting involves articulating a vision and goals, developing people involves building capacity through support and modeling, and redesigning involves strengthening culture and collaboration. Studies of principals in challenging, high-poverty schools found they focused on safety, engagement, and community involvement in addition to these core practices. Sustaining success over time requires distributed leadership and professional development for teachers.
Similar to In search of a liberating practice (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
In search of a liberating practice
1. ISEA • Volume 41, Number 3, 2013 95
In Search of a Liberating Practice:
Leadership, Teacher Commitment and
the Struggle for Effective Schools
Vuyisile Msila
Abstract: Conscientious school leaders and managers today constantly try to steer their schools to success.
The national departments of education in every country wish to see learners in schools succeeding. However,
we have many deteriorating schools in our midst and various reasons are furnished for their failure to attain
learner achievement. Ongoing research has illustrated that many schools in South Africa are dysfunctional
and not able to perform as expected by stakeholders. Various critics point out that school leadership and
management inefficiency leads to underperformance and paralysis of the school as an organisation. Arguably,
however, even with an able visionary team at the helm, schools will not perform effectively without the
meaningful commitment of the teaching staff. This paper utilises literature to explore the role of teacher
commitment in school success. Various debates demonstrate that commitment should be the basis of any
successful school. The paper also delves into pertinent themes in teacher commitment, namely the political
ethic, school culture, power dynamics and servant leadership.
Introduction and Background
In a press statement in October 2012, the South African Democratic Teachers’ Union (Sadtu)
condemned teachers who were behaving unprofessionally. The union emphasised that it was
committed to the quality learning and teaching campaign; that teachers should adhere to the code
of conduct at all times (Mail and Guardian 2012). Additionally, the Minister of Public Service,
Lindiwe Sisulu, unveiled ambitious plans to fix the civil service.Among her pronouncements were
plans to reintroduce inspectors in schools, to enforce a dress code for teachers, and for a biometric
fingerprint system to monitor teachers’ working hours (Mail and Guardian 2013). These are all
attempts to improve teaching and learning in schools. Another South African teachers’ union, the
National Professional Teachers’ Organisation of South Africa (Naptosa), has always proclaimed to
hold the view that teachers are the most important factor in achieving quality teaching in schools
(Naptosa 2013). Of course, these proclamations are not new to society which expects much from
teachers. Many stakeholders maintain that when parents drop their children off in schools, the
teachers should do the rest. Furthermore, all parents, irrespective of their socioeconomic status,
want effective education for their children. All education role-players in society expect functioning
schools, i.e. schools where teachers teach and children learn.
2. ISEA • Volume 41, Number 3, 201396
The reality in many schools is different, however, especially in those schools that serve indigent
families. In 2011, one of South Africa’s Sunday newspapers searched for the country’s top 100
schools. The list was devoid of township, rural and farm schools. Quality learning and teaching
appears to be absent in these. The government has been trying, but it seems to be failing. On 3
June 2009, President Zuma stated that ‘[e]ducation will be a key priority for the next five years. We
want our teachers, learners and parents to work together with government to turn our schools into
thriving centres of excellence’. Five years after this declaration, however, there are still thousands
of underperforming schools in South Africa. There are several role-players that can make a change
in education, including administrators, politicians, learners and the community. This paper focuses
on teachers and the commitment to teaching. Teachers and schools require commitment if they are
to deliver meaningful pedagogy that prepares our youth well for the future. Many school leaders
struggle to lead schools even when effective organisational values are adhered to; the best of
leadership styles will still be futile without teacher commitment. School leaders who try collective
efficacy will also fail when teachers are directionless and display no commitment to school goals. In
this paper, I argue that that there are pertinent aspects to creating efficacious teachers. I also show
the broader goal of having educators who are committed to their practice. It is possible; effective
principals can develop committed teachers and devoted teachers can mould punctilious school
leaders. Below, light is shed on what people are referring to when they talk about teachers and
commitment.
Teachers and Commitment
Croswell & Elliott (2004) point out that teacher commitment is identified as one of the most critical
factors for the future success of education and schools. Arguably, many failing schools have low
pass rates because, among other things, there is no commitment among teachers. Change initiatives
will fail if teachers are not dedicated to what they are doing in schools. Day (2000) also argues that
teaching is a demanding profession in which teachers need to maintain their personal commitment
to the job if they are to sustain their enthusiasm. Graham (1996) contends that teacher commitment
is a key factor that influences the teaching-learning process. Various authors have also argued
that there are factors that affect teacher commitment. Firestone & Pennell (1993) list six key factors
that affect teacher commitment: teacher autonomy, efficacy, participation, feedback, collaboration,
learning opportunities and resources. Some of these factors, such as collaboration, form part of the
discussion below.
Many dysfunctional schools might be failing because teachers have lost the commitment to their
profession. Milner & Khoza (2008) contend that aspects such as teacher stress and school climate
are pertinent when one looks at teacher commitment. Erawan (2010) depicts a close relationship
between teacher efficacy and teacher commitment, and argues that self-efficacious teachers will
be more likely to plan appropriate activities, persist with learners who are experiencing difficulties
and try to find appropriate teaching material. When the post-apartheid system was introduced
in South Africa, some critics argued that it would fail without teacher commitment and teacher
involvement. This is arguably true, as one sees many schools failing to achieve a certain level of
learner success. Moreover, when the learners’ performance wanes, teachers are likely to highlight
various reasons for this low performance in their failing schools. Parents who do not cooperate,
children who are not goal-focused, under-resourced schools, and principals who have no vision are
among the reasons cited for underperformance in schools. Conscientious and committed teachers
will strive for better performance in these areas. Yet when people talk about reasons why schools
fail, they overlook aspects such as commitment. It would be naive to look at minimal resources as
3. ISEA • Volume 41, Number 3, 2013 97
the main problem, though it would be equally irresponsible to perceive teachers as the only cause
of underperformance. However, Huberman (1993) points out that teacher commitment is among
the critical factors in the success and future of education. Throughout a teacher’s life, commitment
is influenced by a number of factors.
Commitment needs to come from a team. As organisations become more dynamic, they require
committedteamstofunctionwell.Hulpia,Devos,Rosseel&Vlerick(2012)pointoutthatleadership
has become more than a role; it is a social process that requires leadership from team members
as well as from the team leader. Committed teams will remove the role of the principal as sole
leader. Many authors have since argued that distributed leadership can enhance commitment of
the organisation. Harris (2008) writes about the benefits of distributed leadership by highlighting
that it has positive effects on teachers’ self-efficacy and morale, which can have an impact on
teacher commitment. One of the schools I visited for the Advanced Certificate in Education
School Leadership and Management research in the province of KwaZulu-Natal, South Africa
had a very effective principal who was always hands-on. However, he had a tendency to destroy
teacher morale and commitment by refusing to give other teachers a chance to lead; there was less
delegation in his school. In that study, one teacher raised his concerns when he contended that the
principal had built the poorly performing under-resourced school through a number of creative
projects. However, the teacher maintained that the principal needed to trust teachers and that he
should delegate more responsibilities to fellow staff members. Bush & Glover (2003) also cite Harris
(2002) and Leithwood (2001), who both advocate distributed leadership as an alternative to top-
down leadership models. Bush & Glover also argue that participative leadership may sometimes
be conceptualised as distributed, as organisations ensure that collaborative decision-making is
preferred to single person decision-making.
Mart (2012) maintains that there is a need for teachers to be passionate about teaching if they are
to be committed to the school and to student learning. Furthermore, Mart cites Fried (2001) who
explains the following as strong connections between passionate teaching and quality student
learning:
a. If students know that teachers get immersed in their subjects and sets high standards
for students, they take their studies more seriously. At this point, teaching ceases to
be a job done by force, and turns into an inspiration for students.
b. There is little chance of building a relationship based on respect and trust between
teacher and student unless a collaborative learning environment and willingness to
take risks are created.
c. Students will not have the motivation to learn as long as they do not have a clear idea
of how to apply things they have learnt to their own lives.
Teacherswhobelieveintheirjobsandarecommittedtoinstillingchangewillengenderthesevalues.
The importance of commitment was also identified in a study by Bush, Duku, Glover, Kiggundu,
Kola, Msila & Moorosi (2009). Linked to this was the aspect of school culture.
School Culture
Bush et al. (2009) write about the importance of culture in schools in determining leadership.
While studying the impact of the Advanced Certificate in Education – School Management and
Leadership (ACE-SML), they found out that culture is among the determinants of effective and
ineffective schools. Culture is one of the two important words in organisational behaviour, the other
being climate. The school culture and climate determine the morale of teachers and the interest
4. ISEA • Volume 41, Number 3, 201398
of parents and community. Most importantly, they impact on learner achievement. They can be
misunderstood terms, however. Gruenert (2008) points out that school leaders who want to address
morale in their organisations must be aware of the distinction between culture and climate, and
emphasises in particular that teachers need to know the difference if they want to be more precise
in their diagnoses and treatment of the two. This implies that it would be difficult to improve
schools without understanding the differences and similarities between the terms. Gruenert also
points out that climate is the main leverage point for any culture, which means that if school leaders
want to shape a new culture; they should start with an assessment of the climate.
One of the most crucial aspects in today’s organisations is shared leadership. Effective innovation
in schools needs a shared vision and shared perceptions. It is impossible to cherish the ideals of
commitment without identifying with the goals and values that others share.All of these will not be
possible without the relevant school culture. Whenever an individual matures into an established
culture without questioning its morality or common sense, this person has betrayed his or her
human freedom by behaving like an object and cultivating what Satre refers to as ‘bad faith’.
Sometimes, consciously or unconsciously, people can excuse their actions by raising upbringing,
for example; again, this is an escape from responsibility. Our schools need teachers who reflect and
imbue this responsibility and equanimity. Very few schools will have a strong culture if teachers do
not show any responsibility and freedom.
Culture influences people’s social behaviours and interests and the way they interact with others
(Zhu, Devos & Li 2011). The majority of all schools in South Africa do not perform well because of
the absence of an effective school culture Taylor, 2008; Ramdass, 2009; Van den Berg et al., 2011).
Scholars cite a number of aspects, such as ineffective school leadership, the community in which
the school is built or the non-involvement of other role-players. All of these can be referred to as
subsets of culture. Zhu et al. (2011: 320) contend:
School culture is closely related to the healthy and sustainable development of a school,
the development and well-being of the school members, and objectives of the school and
education. An important dimension of school culture is the multiple interactions among
groups and individuals.
To achieve the above, schools need to break the teacher isolation that we normally find in schools.
In a healthy school culture, teachers share knowledge, their fears, their wants, their growth and
their innovations. There can be no progress and no commitment when teachers work as islands.
Towards the end of 2012, the Annual National Assessment (ANA) results were published. Literacy
and numeracy results were very disconcerting, with numeracy at 42 per cent and literacy at 51 per
cent. Many reasons are used to explain these dismal results, but we cannot exclude the absence of
teacher commitment. Year after year, we see the year-end matric results and here again we need
more learners to pass. The nation will not have committed learners without committed teachers.
We can never have committed parents without committed teachers. Even if parents or learners start
their year committed, this will soon dissipate when they perceive that teachers are not committed.
The New Teachers Project’s (2012) Greenhouse Schools highlights the need to prioritise great teaching
above everything else. They argue that there are certain parts of school culture that teachers value
most, including a common vision, effective instructional practice and clearly defined goals. They
also found that effective teachers leave teaching because of weak instructional cultures. Effective
schools have teachers who are satisfied with the effective level of teaching at their schools. This
filters down and influences the learners. SouthAfrica has hundreds of schools where principals are
5. ISEA • Volume 41, Number 3, 2013 99
struggling to create and sustain a culture of commitment; instructional values are weak. Within the
culture of the ‘greenhouse schools’ are:
1. a high bar for hiring – rigorous interview process
2. a focus on student learning – setting measurable student goals
3. real instructional leadership – leaders conduct more classroom observations and
provide more feedback to teachers
4. better professional development – time set for teachers to observe colleagues
5. the right responses to good (and bad) performance – effective teachers have
opportunities to advance.
Without good leadership, many schools will not attain any of these factors. An effective school
culture is largely dependent upon the goals set by management. A lack of strong leadership, lack
of vision and commitment and an absence of clear rules are some of the aspects that lead to weak
schools with weak culture. Msila (2013) illustrates how a principal with strong instructional values
can create and sustain commitment in a failing school. In another study, he demonstrates how a
principal can be crucial to changing a school by changing the school culture (Msila 2008). School
culture is more important than resources; motivated and committed teachers will teach effectively
with minimum resources. Culture is attitude and good teacher attitude leads to commitment.
Effective school culture destroys toxic cultures based on pessimism.
Exodus from Schools:A Question ofTeacher Commitment?
In a recent speech the President of the Republic of SouthAfrica, Jacob Zuma, spoke of the possibility
of bringing back inspectors to the South African education system. This is the idea echoed by
Minister Sisulu in the introduction above. One can say this is a postulation necessitated by the
need to have committed teaching corps and working schools. There are simply huge differences
between poor schools and rich schools, rural schools and urban schools, and historically black
African schools and historically white schools. The two systems of education that some critics refer
to continue to loom large in our education system. While schools are affected by other aspects, such
as role-players, socioeconomic status of parents and various other features, teacher commitment is
arguably at the centre of working and dysfunctional schools.
The paradox of the deracialisation of schools in the 1990s was that while black African parents
were now able to choose schools outside the townships, they left behind ineffective schools in the
townships. Poor families who cannot afford to send their children to schools outside the township
are trapped in usually ineffective schools with few resources, a breakdown in leadership, apathetic
learners and uncommitted teachers. The challenge for poor families is that they are trapped in these
schools with no option to exercise school choice and have to live with what is below expectations.
Society continues to be determined by class, and poor parents are still trapped in townships where
developmentisnotalwaysideal.Districtofficesthatservedisadvantagedareascontinuetostruggle
to find ways to educate poor children who come to school without the advantages of their more
affluent counterparts (Corwin & Schneider 2005). It is amazing to find the striking resemblance
between America’s and South Africa’s disadvantaged when these authors assert:
The educational failures associated with poverty schools all too often are dismissed as the
inevitableoutcomeofcrushingchallengesassociatedwithhighpercentagesoflow-income,
single-parent families, where English is not the primary language spoken at home… The
schools serving these students also tend to be the oldest and generally the most rundown.
6. ISEA • Volume 41, Number 3, 2013100
In addition, the students have to use out-of-date textbooks, which are often in short supply.
(p. 167).
The powerful in the educational and political setup are able to opt for school choice, among
other things, while the disadvantaged cannot. When teachers come to work uncommitted, it is
a disservice to the many families trapped in poor schools. Dedicated and more caring teachers
are needed in these schools. In some instances, though, the power dynamics within schools and
leadership hamper teacher commitment.
School Leadership and Power Dynamics
Today many schools experience power wrangles that usually shake the position of the school
leadership. The unions in various provinces and various schools bring another dimension.
Unions should not be seen as posing threats to school leadership; their goals should be the same.
Ethical leaders should also be able to ensure that confrontational relationships between unions
and school management teams are avoided. No schools will have committed teachers when no
common vision is shared.Adversarial relationships between school managers and union members
do not build schools. Powerful teachers’ unions are necessary, for they can affect the quality in
their schools positively. Therefore, a new militancy for effective education needs to surface
and the struggle should be to better each child’s future. Unions that are propelled by teacher
professionalism and principals who are ethical in their approach will build effective schools with
other role-players. Effective teacher unions can help ‘shock’ schools into becoming more effective
organisations and offer teachers a greater sense of professionalism and dignity (Carini 2002). School
managers should begin formalising the alliance and collaboration between themselves and their
union site committees. Schools that have clear policies will minimise confrontational relationships.
Effective school management and strong unions can boost school achievement as they entrench
professionalism. All schools must be based on this collaboration, for teachers’ interests and the
educational needs of the learners should not be viewed as incompatible, but intertwined (Carini
2002: 104).
Teachers’ unions are formations that are usually ignored in the management of education or
motivation of teachers to teach. They are usually perceived as being opposed to productive work of
teachers (Msila forthcoming). Observers have long highlighted the dichotomy between militancy
and professionalism among teachers’ unions. The first black teachers’ union in South Africa, for
example, goes back to 1879. Over the years, unions in various countries have stood for worker
rights and continually seek to protect these rights. However, some critics maintain that unions
disrupt education and do not help to curb failing schools. Teachers and administrators are usually
ignorant of the political value of unions (Bascia & Osmond 2012). These two authors also raise
the paradox of teachers’ unions in reform initiatives. When unions seek to lead in educational
transformation, they are perceived as overstepping. However, when they raise concerns about the
‘adequacy of support for teaching they’re viewed as out of touch’ (Bascia & Osmond 2012:5). Yet
teacher commitment needs effective union involvement in schools. Effective unions will support
transformation in education; they will support learner achievement as well as teacher discipline. A
strong system of education needs strong unions. Heystek & Lethoko (2006) point out that teacher
unions can play a crucial role in the enhancement of effective learning and teaching in schools.
Furthermore, unions can also motivate teachers to be better professionals. Whilst we all know the
basic role of unions is to protect teachers as workers, they should instil the ethics of the teaching
profession in members.
7. ISEA • Volume 41, Number 3, 2013 101
Political Ethic – Sacrificing for Society
A liberating practice and a school with committed teachers can be achieved when, among other
things, we have teachers who are politically conscious. A liberating practice is a phrase coined
by Paulo Freire when he refers to education that is not distant from the oppressed. Even in poor,
underresourced schools, empowered role-players such as parents, teachers and their children
would know when to break a culture of silence and demand working schools. Teachers are usually
cautioned to stay out of politics, but education is always a political act purported by governments.
Governments introduce education that would redeem society from a number of ills. In fact, many
critics have defined the goals of education in this way . DeLany (1998: 134) argued that schools
are continually scrambling for order in a rather disorderly world. DeLany also aptly referred to
schools as ‘organised anarchies’ because (among other reasons) while providing opportunities
for different choices of schools, educational changes open up the possibility of institutionalising
collective turbulence. Societal expectations further enhance the turbulence in schools. Whenever
there are problems, be they drug abuse, a lack of morality, the decline of the economy or joblessness,
it is frequently schools that are blamed for these societal ills. Teachers cannot avoid these pressures.
Labaree (1997) raised the argument that schools occupy an awkward position at the intersection
of what people hope society will become and what they think it really is, of political ideals and
economicrealities.Teacherscanhardlyavoidtheambienceofpoliticsintheirschools.Conscientious
teachers will adhere to the country’s goals and objectives, the Department of Education’s mandate
and the government’s vision of attaining better schools.
Teachersneedtofollowacriticalpoliticalconsciousness;toconsciouslysupportdistrictofficialsand
their principals. Teaching is a continuous community project and teachers can only be committed
when they know that they are not isolated professionals in their schools.
Conscientious and critical educators will work with many other role-players, because the work
of educators includes a political role. Our politics inform our theoretical orientation. Moen (2010:
18) contends that ‘[w]e must ethically state our own theoretical orientation and ideological biases,
and explain that the readings we choose to expose the students to reflect our own personal and
professional interests and concerns’. Commitment needs the acceptance of the political nature of
education as well as an understanding of our own political ideals. Moen (2010: 16) sketches the role
of teachers as critically engaged educators. She states:
Teachers need to see themselves as, in Gramsci’s phrase, ‘organic intellectuals’ working
with others for social justice. Teachers, as organic intellectuals, can exercise forms of
intellectual and pedagogical practice that attempt to insert teaching and learning directly
into the political sphere by arguing that schooling represent both a struggle for meaning
and a struggle over power relations.
We need more teachers who are critical political thinkers. School leaders would have fewer
challenges if more of their teachers began to see their role in social transformation by utilising the
critical political eye. Today’s teachers tend to have a narrow view of society, but need to see the
bigger task of their potential role in bringing about social transformation. Politics is an aspect that
can enhance teachers’ adoption of a vision for a better society. It is a pity that teachers and politics
are understood within the notion of unions disrupting classes or teachers openly serving their
political interests in the execution of their duties. However, society wants teachers with a political
conscience and critical acumen; teachers who will strive to serve poor families as well. We need a
teaching corps that will have the commitment and political consciousness and conscience to lessen
8. ISEA • Volume 41, Number 3, 2013102
the ills of society in the various ways possible. School principals need teachers who will all be
teacher leaders that serve their communities as social transformers, who will be servant leaders.
Teacher Commitment and Servant Leadership: The Ultimate
Objective for Principals?
Before I conclude this paper, I would like to combine the idea of political consciousness with the
idea of service to all learners, irrespective of socioeconomic background. Teachers are leaders, and
true leaders are servants of society. Moreover, to be a trueAfrican leader one has to be a true servant
of the society one lives in. The University of South Africa’s principal, Mandla Makhanya, refers to
servant leadership as an increased service to others, ‘a holistic approach to work, promoting a sense
of community and the sharing of power in decision making’ (Makhanya 2012). According to this
principal, this is an ideal, a path that the University of South Africa wants to follow.
The person who coined the term ‘servant leadership’, Robert Greenleaf (2002), describes it as a
management philosophy which sees the leader as servant first before she or he can contribute to
the well-being of the people and community. The important aspect of servant leadership is that it
underscores the importance of serving first before leading. Servant leadership defeats the notion of
individualism, hence my earlier portrayal of how isolationism can defeat the aims of collaboration.
Committed teachers lead with a sense of moral purpose necessary for achieving schools. Schools
where there is collaboration and participative or shared leadership might get teachers who practise
the common and accepted form of leadership. Effective leaders will try to attain a level of this
leadership which is shared by employees.
Masango (2002) describes how in Africa, leadership became a function to be shared by all villagers
or community members rather than being vested in one person. African villagers were usually
dependent upon the encouragement and support of the leader, who was the voice of the village
and was represented by the villagers. The role of the leader was crucial in sustaining the life of the
village. Masango (2002) aptly writes:
The whole aim of an effective or life-giving leader is to uplift the villagers/community
in such a way that they progress. This will help people to express their own gifts within
the village/community. As leaders share their gift of leadership in return the people will
honour them. As they continue to share in African religious ceremonies, which are an
essential part of the way of each person, the villagers/community will join celebration.
As servant leaders, we need to ask ourselves persistent questions. An idle man will never ask the
pertinent questions, however, while a wise human being will constantly ask himself or herself:
‘What am I doing for others?’ or ‘How can I help my neighbour?’ Servant leaders are selfless; they
focus on others’ needs and are happy when others succeed because they are aware that the success
of one of the group is a success for everyone. This is the basis of ubuntu. Mthembu (1996) describes
ubuntu as the key to all African values and that it involves humanness, a good disposition towards
others, and a moral nature. Furthermore, he avers that ubuntu describes the significance of group
solidarity and the interdependence in African culture. Mbigi (2005) supports this by pointing out
that ubuntu is a metaphor that describes the significance of group solidarity on survival issues that
is so vital to the survival of communities. In my research on ubuntu I have described what I refer
to as the ‘five Ps’ of ubuntu, which I feel are also relevant today as I pronounce servant leadership
(Msila, in press):
People-centredness – ubuntu emphasises the role of the people within the village, the
organisation. Without an interest in people, ubuntu cannot be realised.
9. ISEA • Volume 41, Number 3, 2013 103
Permeable walls – communication in the village is not restricted and the walls are not
opaque. All members are able to communicate with one another without fear.
Partisanship – one of the most positive factors of the ubuntu philosophy is loyalty. People
communicate freely and they are made to feel closer to the village.
Progeny – ubuntu leadership promotes collective decision-making. Under this, however,
effective leadership is respected and the leader is respected.
Production – when the above characterise the village, production is guaranteed. The
village prospers when its members enjoy respect, loyalty and good leadership.
Effective schools and successful principals would find the above useful for their committed staff.
They are all linked to success, and success leads to excellence and mastery. Any servant leader
wants to achieve the best primarily for the group, the organisation, and for himself or herself as an
individual.Servantleadersmodelthissuccess;theymodeltheinnategoodnessthatwerequire.Our
schools need this service. Poor parents with no social and cultural capital need committed teachers.
Committed teachers will close the achievement gap between indigent and affluent children. This
is even more crucial in the formative years. In his study, Msila (2012) concludes by stating that
there is a necessity to raise working-class children’s confidence and close the achievement gap that
will widen when compared to middle-class children in later years. Furthermore, Msila cites Hurn,
who states that inferior schooling compounds the initial handicaps of the learners and leads them
directly to the perpetuation of poverty and inequality. Teachers can make the difference.
Conclusion
In conclusion, I have tried to look at the various important roles that committed staff can play in
their schools. Even the best school principals and other school leaders cannot function well with
teachers who are reticent and indolent. Moreover, on the agenda of the government is to close the
gapbetweenthepoorandtheaffluent.Ourschoolsstillshowwehavetwosystemsforthesegroups.
If the majority of township, rural and farm school teachers (all serving a majority of poor families)
do not deliver, poor children will soon realise that education cannot rescue them from destitution
and indigence. Wise school leaders will engender a sense of purpose among staff members, as
they promote the adoption of a working vision. Teachers or staff propelled by a moral purpose
and political will wish to build hope for thousands of poor families in our country. Textbooks
or other related resources are very good for our schools, but they cannot replace the crucial role
played by educators. However, as described here, our schools are impotent and worthless for our
children who rummage for a better future. All good reforms are toothless when teachers at the
implementation end are apathetic. The country needs passionate and committed teachers who
know their objective. Their passion should always prompt them to realise the dreams of many
families. Their presence should warm hopeful learners. The endeavours of hard working school
leaders are also hollow without the stanchion of goal-oriented teachers.As teachers, we need to see
the bigger picture and we owe it to the generations to come.
References
Bascia, N. & Osmond, P. (2012), Teacher Unions and Educational Reform: A Research Review (Washington: NEA).
Bush, T. & Glover, D. (2003), School Leadership and Evidence (Reading, UK: National College for Teaching and
Leadership).
10. ISEA • Volume 41, Number 3, 2013104
Bush, T., Duku, N., Glover, D., Kiggundu, E., Kola, S., Msila, V. & Moorosi, P. (2009), External Evaluation Research
Report of the Advanced Certificate in Education: School Leadership and Management (Pretoria: Department of
Education/Zenex Foundation).
Carini, R.M. (2002), School Reform Proposals: Teacher Unions and Student Schievement (Temple, AZ: Education
Policy Studies Laboratory, Arizona State University).
Corwin, R.G. & Schneider, E.J. (2005), The School Choice Hoax: Fixing America’s Schools (London: Praeger).
Crosswell, L. & Elliot, B. (2004), Committed Teachers, Passionate Teachers: The Dimension of Passion Associated with
Teacher Commitment and Engagement, www.aare.edu.au (retrieved 12 January 2013).
Day, C. (2000), Stories of Change and Professional Development: The Costs of Commitment, in C. Day., A.
Fernandez., T. Hauge & J. Moller (eds), The Life and Work of Teachers: International Perspectives in Changing Times
(London: Falmer Press): 109-129.
Department of Basic Education (2013), The Quality Learning and Teaching Campaign, www.education.gov.za/
Programmes/QualityLearningandTeachingCampaign (retrieved 12 January 2013).
DeLany, B. (1998), The Micro-politics of School, Teacher and Student Failure: Managing Turbulence, in B.M.
Franklin (ed.), When Children Don’t Learn: Student Failure and the Culture of Teaching (New York: Teachers College
Press): 134–159.
Erawan, P. (2010), A Comparison of Teaching Efficacy, Commitment to Teaching Profession and Satisfaction
with Program Effectiveness of Teacher Students under the 5 Year-Program Curriculum and Those Under the
4+1 Year Program Curriculum, European Journal of Social Sciences 14 (2): 250–261.
Firestone, W.A. & Pennell, J. (1993), Teacher Commitment, Working Conditions, and Differential Incentive
Policies, Review of Educational Research 63(4): 489–525.
Graham, K.C. (1996), Running Ahead; Enhancing Teacher Commitment, Journal of Physical Education, Recreation
and Dance 67(1): 45–47.
New Teachers Project (2012), Greenhouse Schools: How Schools Can Build Cultures Where Teachers and Students
Thrive (Brooklyn, NY: Author).
Greenleaf, R.K. (2002), Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness (New York:
Paulist Press).
Gruenert, S. (2008), School Culture, School Climate: They Are Not the Same Thing, Principal 87(4): 56–59.
Harris, A. (2008), Distributed School Leadership: Developing Tomorrow’s Leaders (New York: Routledge).
Heystek, J. & Lethoko, M. (2001), The Contribution of Teacher Unions in the Restoration of Teacher
Professionalism and the Culture of Learning and Teaching, South African Journal of Education 21(4): 222–238.
Huberman, M. (1993), The Lives of Teachers (J. Neufeld, translation) (London: Cassel Villiers House).
Hulpia, H., Devos, G., Rosseel, Y. & Vlerick, P. (2012), Dimensions of Distributed Leadership and the Impact
on Teachers’ Organisational Commitment: A Study in Secondary Education, Journal of Applied Social Psychology
42(7): 1745–1784.
Labaree, D. (1997), Public Goods: TheAmerican Struggle Over Educational Goals, American Educational Research
Journal 34(1): 39–81.
Mail and Guardian (2012), Sadtu Condemns Badly Behaving Teachers, 28 October.
Mail and Guardian (2013), Sisulu’s Public Service Plans Draw Flak, 14 March.
Makhanya, M.S. (2011), Ethical Servant Leadership at UNISA, keynote address at the Principal’s Summit,
Centurion, South Africa, 4 July.
11. ISEA • Volume 41, Number 3, 2013 105
Mart,C.T.(2012),APassionateTeacher:TeacherCommitmentandDedicationtoStudentLearning,International
Journal of Academic Research in Progressive Education and Development 2(1): 437–442.
Masango, M. (2002), Leadership in African Context, Verbum et ecclesia 23(3): 707–718.
Mbigi, L. (2005), In Search of the African Business Renaissance: An African Cultural Perspective (Randburg:
Knowledge Resources).
Milner,K.&Khoza,H.(2008),AComparisonofTeacherStressandSchoolClimateAcrossSchoolswithDifferent
Matric Success Rates, South African Journal of Education 28(2): 155–173.
Moen, D.G. (2010), Ethical Responsibility as Educators: Inculcating a Critical Political Consciousness, The Journal
of Engaged Pedagogy 9(1): 3–19.
Msila, V. (2008), Ubuntu and School Leadership, Journal of Education 44: 67-84.
Msila, V. (2011), School Choice – As If Learners Matter: Black African Learners’ Views on Choosing Schools in
South Africa, Mevlana International Journal of Education 1(1): 1–14.
Msila, V. (2012), “Mama Does Not Speak that (Language) to Me”: Indigenous Languages, Educational
Opportunity and Black African Pre-schoolers, South African Journal of Childhood Education 1(1): 48–67.
Msila, V. (2013), Instructional Leadership: Empowering Teachers Through Critical Reflection and Journal
Writing, Journal of Social Sciences 35(2): 81-88.
Msila, V. (in press), African Leadership Models in Education: Sustaining Institutions through Ubuntu
Leadership, The Anthropologist.
Msila, V. (forthcoming), Teacher Unionism and School Management:ACase Study of (Eastern Cape) Schools in
South Africa, Education Management and Leadership.
Mthembu, D. (1996), African Values: Discovering the Indigenous Roots of Management, in R. Lessem & B.
Nassbaum (eds), Sawubona Africa: Embracing Four worlds in South African Management (Sandton: Zebra): 215-226.
Naptosa (2013), Professional Development Programmes 2013, www.naptosa.org.za (retrieved 10 January 2013).
Ramdass, K. (2009), The Challenges Facing Education in South Africa, Educational and Development
Conference, Thailand. June 5–7, 2009.
Taylor, N. (2008), What’s Wrong with South African Schools?, Presentation at What’s Working in School
Development conference, Johannesburg, 28–29 February.
Van der Berg, S., Taylor, S., Gustafsson, M., Spaull, N., & Armstrong, P. (2011), Improving Education Quality in
South Africa, Report for the National Planning Commission, Stellenbosch.
Zhu, C., Devos, G. & Li, Y. (2011), Teacher Perceptions of School Culture and Their Organisational Commitment
and Well-Being in a Chinese School, Asia Pacific Education 12(2): 319–328.
Author Details
Vuyisile Msila
PO Box 392
University of South Africa
College of Education
UNISA, 0003
South Africa
Email: msilavt@unisa.ac.za
12. Copyright of International Studies in Educational Administration (Commonwealth Council
for Educational Administration & Management (CCEAM)) is the property of Commonwealth
Council for Educational Administration & Management (CCEAM) and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.