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Through the design of a survey and measure validation using exploratory
factor analysis (EFA), we aimed to identify and define constructs required for special education teacher leadership that may inform the focus of professional development opportunities. Results of the analysis indicate a four factor model is best suited for measuring special edu...
Context in source publication
Context 1
... the original 5-factor construct model no longer fit, the research team renamed and defined each factor as a new subscale: (1) pedagogical confidence, (2) ethical considerations, (3) collaboration, and (4) assessment practices. Figure 1 provides the definition of each construct and the items that loaded onto that factor. ...
Citations
... self-efficacy among their pupils. The aforementioned skills possess not only intrinsic value in the realm of academic achievement, but also extend their utility to the broader context of lifelong learning and personal growth. The cultivation of teacher leadership skills plays a pivotal role in fostering the enduring educational triumph of students (Zarate et. al., 2023). When students exhibit high levels of motivation, active engagement, and self-assurance, there is an increased probability of their successful graduation, subsequent pursuit of advanced education, and attainment of their desired academic and vocational objectives. ...
Purpose: This study explores the intricate interaction of the teaching approach of full-time teacher, the teacher leadership skills, and the combined influence of all of these factors on students' academic progress, with a special emphasis on those students who are having difficulty financially. Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data. Design/ methodology/approach: The possible role that student engagement may play as a mediator in the pathways leading from these determinants to academic accomplishment is explored as part of this study. Findings: The results are intended to focus light on the essential role that teacher leadership and collaborative efforts play in aiding students who have financial restrictions, which will eventually contribute to more successful educational practises and policies. Research, Practical & Social Implications: The present milieu not solely cultivates scholarly triumph but also endows learners with the fortitude and proficiencies requisite for surmounting pecuniary obstacles and attaining their enduring educational and vocational aspirations. The concept of teacher leadership extends beyond the mere transmission of knowledge, encompassing the profound objective of motivating and enabling students to realise their utmost capabilities, irrespective of their socioeconomic backgrounds.
... The following aspects of the expression of teacher leadership are also of great relevance to researchers: Grimm (2020) reveals the expression of teacher leadership in Swedish schools. Zarate, Hughes and Maggin (2023) focus on the leadership of special pedagogues and its impact on professional development. Wiens, Beck, Hilton and Moyal (2023) analyse the links between distributed leadership and the job satisfaction of teachers. ...
The problem of leadership by progymnasium teachers in organising the educational process is analysed in this article. In Lithuania, a progymnasium is an educational institution providing a general education (forms 1 to 8) functioning as an intermediate link between an elementary school and a gymnasium. Quantitative research was conducted with the participation of 120 progymnasium teachers. The assessment of teacher leadership in organising the educational process was based on an SLII situational leadership model (Blanchard, 1985). The research revealed that in organising the educational process, teachers apply different leadership strategies: they provide gifted pupils with the possibility to take responsibility for carrying out a task; they praise and encourage pupils to express their opinions; they carry out tasks without direction; they allow pupils to make their own decisions on how a task will be carried out; they provide feedback, etc. In the organisation of the educational process, teachers tend to apply coaching, supporting and delegating styles of situational leadership. In order to organise the educational process more effectively, the examples of teachers-leaders in creating common educational scenarios and trying out innovative methods, mentoring couples, group supervision, and the creation of learning organisation at progymnasium, could be helpful.
Purpose: This study sought to investigate the impact of full-time teacher teaching approach and the corporation between university and family in enhancing the students’ performance with the moderating effect of student’s engagement in Guangdong University Of Petrochemical Technology, China. Theoretical framework: In order to conduct an in-depth investigation into the connections between these factors, the research makes use of a quantitative methods methodology, which incorporates quantitative surveys, and an examination of academic performance data. Design/ methodology/approach: Through the use of a questionnaire, this study seeks to acquire an all-encompassing knowledge of the variables that influence academic accomplishment among students who are experiencing financial challenges. Participants in the survey came from both leadership positions and regular teaching positions at Guangdong University of Petrochemical Technology in Maoming city. Findings: The instructional approach of a full-time teacher is crucial for improving the academic performance of students with financial difficulties. Their ability to create an inclusive, empathetic, and adaptable learning environment, coupled with individualised teaching strategies, enables these students to surmount obstacles, realise their maximum potential, and positively impact their education and society. Research, Practical & Social Implications: In addition to imparting knowledge, the duty of a full-time teacher is to inspire and empower students to attain their maximum potential, regardless of their socioeconomic situation. This partnership ensures that students have the financial resources, emotional support, and direction they need to overcome financial obstacles and achieve academic success.
