The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

Uncovering the inner power of teachers’ lives: Towards a learning profession

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A Missing Link: Exploring the Connection Between School Climate and Teacher Retention

This quantitative correlational study examined the strength of the correlations between school climate and teacher retention in rural, low-income elementary schools in North Carolina. In addition to identifying the overall relationship of school climate to teacher retention, this study examined the relationships between the overall climate factors (autonomy, community, induction, shared leadership, responsibility, and recognition) and teacher retention. Utilizing data from the North Carolina Teacher Working Conditions Survey (NC TWCS), 150 teachers were surveyed. Teachers included in the data collection were identified as working in low-income and rural schools, serving pre-kindergarten to fifth grade. Existing data was requested from school districts and placed in a Microsoft Excel spreadsheet. Data was then uploaded to SPSS software for correlation and regression analysis. This study found a relationship between the overall school climate and teacher retention. It also indicated the mediating factors of leadership, autonomy, and recognition as having a relationship with retention, while factors of responsibility, community, and induction had little to no relationship. The findings of this study serve an important role in solving the teacher retention problem in North Carolina schools and provide information for school leaders in creating positive climates that promote retention

NEW TEXAS ELEMENTARY TEACHERS\u27 PERSPECTIVE OF NEEDED SUPPORTS FOR CAREER RETENTION: A QUALITATIVE STUDY

The study specifically investigated new elementary teachers\u27 perceptions of the support they need during the first five years of their teaching experiences to influence their decision to remain both at their current teaching assignment and in the profession. The literature detailed specific elements of leadership within the realm of support that lends to teacher retention. A qualitative methodology was employed for to collect in-depth interview data from three Texas elementary entry teachers. The original intent was for five participants, however due to the COVID-19 pandemic, only three participants took part in this study. The researcher identified themes that emerged from the data collected from interviews. Those themes were centered on the perceptions of elementary teachers concerning (1) the sufficiency of resources, (2) school culture and climate, (3) campus leadership, and (4) parental involvement and support. Participants cited that climate established by campus leadership and interpersonal relationships was central to their decisions to stay in the field. The literature, noted that campus leaders are responsible for retaining new teachers while shaping and maintaining cohesion within their organization\u27s culture and climate

Rhetoric or game changer: Social dialogue and industrial relations in education midst EU governance and privatisation in Europe

With a focus on EU multi-level governance and the case systems of French-speaking Belgium, Italy, Poland and Sweden, this final report presents detailed analysis and findings adressing the project’s four research questions: ■ How have IR and arrangements for social dialogue and collective bargaining in the education sector unfolded since 2008 – at the level of EU governance and in the four case systems? ■ How are developments in IR at the European and national scales associated with patterns of education reform and privatisation? ■ How are developments in IR at the European and national scales associated with the trajectory of EU governance, and especially within the context of the European Semester cycles under Europe 2020? ■ What are the implications of our findings for the prospects of the mainstreaming of the European Pillar of Social Rights concerning education personnel’s fair working conditions, professional prerogatives, social dialogue and education quality and equity

Generating Evidence: The Evaluation of the Teacher Continuous Professional Development Framework, in Case of Ethiopia

Ethiopia faces a tremendous challenge producing an adequate supply of teachers to meet demands while maintaining the quality of education. Today, 497,737 (0.55%) of the teaching population in Ethiopian support 44,555,953 (49%) of the student population under the age of 18. Out of which, 70% stated they would leave the teaching profession given the opportunity. To address these issues, the Ethiopian Ministry of Education introduced the 2009 Continuous Professional Development (CPD) framework as part of the strategic intervention plan. The Ministry spent over $132.2 million US dollars on teacher development over nine years to improve the quality of education, teachers’ performance, and students’ achievement. Hence, this study focused on seeking evidence to identify key efficiency and performance indicators of the CPD program’s accomplishments and to find support if its accomplishments produced valid and effective outcomes. This case study centered on identifying the key indicators based on the experiences and perspectives of the research participants. The results confirmed a discrepancy between the program’s assumptions and expectations and real life outcomes. The findings supported a ground up approach that encourages teachers’ involvement in the early stages of the program’s design and implementation to gain commitment, enhance performance, and develop sustainable professional growth. The study recommended a technology-based CPD training delivery platform for teachers in Ethiopia to provide easier access to the training program and to help sustain evidence-based performance evaluation system, which is essential for validating the effectiveness of the CPD framework

How Macedonian educational context supports leadership role of elementary school teachers

This paper deals with the problem of leaders and leadership in the educational context, particularly the leadership role of primary school teachers. Albeit we do not doubt that leadership is an essential teacher quality, a claim which is elaborated in this paper, nevertheless, it is beneficial to discuss the problem taking into consideration scientifically proven facts, as follows: the role of the teacher impacts the success/failure of any reform in the educational sector, the democratization of the educational environment, the success of the students, the professional development of teachers and their self-confirmation. This paper presents our analyses of the legal and sub-legal legislation regulating primary school education in the Republic of Macedonia. The purpose of the analyses is to scan the legislation for requirements which apply to leaders in the educational context. In order to confirm our hypothesis that teachers play a key role in the development process of school organization, we have analyzed the development plans and other pedagogical documentation of twenty-four primary schools

Faculty perceptions of principal support and change orientation in Virginia high schools

Similar to other organizations, change is a part of any school setting. In this time of necessary educational transformation, school principals must have the knowledge and skills to be change agents. This study sought to expand on existing research on change orientation by examining how principal support affects the faculty\u27s receptivity to institutional change. Thus, the focus of this study was to explore the relationship between two dimensions of principal support and three aspects of change orientation. The Principal Support Scale (PSS) and Faculty Change Orientation Scale (FCOS) were used to survey 1,276 licensed, professional teachers in 34 public high schools throughout the Commonwealth of Virginia.;Correlational statistics revealed a significant positive relationship between principal support and faculty perception of principal openness to change. When regressed with the other principal support factor, expressive support demonstrated a significant effect on principal openness to change. In addition, a significant relationship emerged between one dimension of principal support and faculty receptivity towards community pressure for change. A significant positive correlation was also found between principal openness to change and faculty openness to change