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SISC KAIZEN 2011 the relationship of the performance of

teachers and the leadership practices


Correlation of Performance and that they utilize. The researcher was
Leadership intrinsically motivated to embark on this
Practices towards a Teacher study since he is seeking ways to improve
Leadership how his performance can become better.
Enhancement Program The study was conducted in Southville
by Gabriel John Lazaro International School and Colleges.
Southville is internationally accredited by
INTRODUCTION the Western Association of Schools and
A. Background of the Study Over Colleges (WASC), the International
the last decade, organizations and their Baccalaureate Organization (IBO), and
leaders have experienced sweeping the International Organization for
changes in the workplace, such as rapid Standardization (ISO). Southville has also
technological advancements, increased attained its status as an international
globalization, shifting organizational school thru Republic Act 9493 or
structures, and dynamic career patterns otherwise known as An Act Recognizing
according to Kraut & Korman (1999). As Southville International School and
the world of work continues to change at Colleges as an Educational Institution of
a rapid pace, organizations and their International Character, Granting Certain
leaders must investigate alternative Prerogatives to Hasten Its Growth as
means of developing the knowledge, Such, and for Other Purposes. The
skills, and abilities needed by leaders to Mission Statement of Southville is that
succeed in a dynamic environment as the Southville International School and
reported by Boyce (2004). Teachers, as Colleges community is bound by its
employees of an educational organization commitment to develop and equip
play a very important role in moulding learners with the 5Cs Competence,
and developing students into movers of Character, Collaboration, Creativity,
society and men and women who will Commitment to Achieve through
make a difference in the 21st century. relevant, innovative, challenging effective
The pressures on schools to improve and curriculum and instruction, updated
to raise standards of achievement are technological applications and a strong
unlikely to recede in the next few years. empirical research orientation within an
However, the real challenge facing most enriched learning and caring
schools is no longer how to improve but environment.
more importantly, how to sustain
improvement? Even in the cases of the REVIEW OF RELATED LITERATURE
most highly successful interventions or AND STUDIES
initiatives, there will be an inevitable Teacher Leadership
reduction in momentum and impetus as The benefit of teachers as leaders
after time, they disengage from the both in and out of the classroom is readily
school. Consequently, sustainability will acknowledged and studied, but much of
depend upon the schools internal the literature lacks a clear and consistent
capacity to maintain and support definition of teacher leadership,
developmental work. The performance of according to York-Barr and Duke (2004)
teachers ultimately affects the and Greenlee (2007). York-Barr and Duke
performance of their students, as proven (2004) states that teacher leadership,
in the studies conducted by Hattie (2003) when examined in the context of general
and Fenster (2006). This study looks into leadership categories align best with both
the instructional and participative decision making, being mentor teachers,
categories of leadership. Instructional facilitating the professional growth of
leadership deals with organizational other teachers, and fostering
variables that impact teachers, such as collaborative work arrangements.
school culture, as well as with teachers Most often teacher leaders are
behaviors and activities that directly thought of in formal terms, such as those
affect the growth of students. holding positions of authority. As
Participative leadership, however, focuses mentioned earlier, these positions or
on the decision-making processes of a roles might include chairing a
given group or organization, with a department, being a teacher mentor, or
potential outcome of enhanced being a staff developer. However, more
organizational effectiveness. powerful positions or roles that teachers
Leadership as an organizational hold may be informal rather than formal,
quality, according to Ogawa and Bosset according to Moller (2005). These
(1995) includes teachers participation in informal roles are created whether the
instructional, professional, and principal supports them or not and occur
organizational development, whereby when a teacher feels passionate about
leadership must affect more than something and takes action. York-Barr
individuals actions; it must influence the and Duke (2004) describe informal
system in which actions occur. teacher leadership roles as coaching
Regardless of the context in which peers, working in teams, modelling
teacher leadership is viewed, a common reflective practice and/or communicating
understanding is that leadership does not a vision for improvement.
rest with one person in a hierarchically Teachers who lead their peers must
high-level position with formal power or be respected and regarded as highly
authority. According to Barth (2001), qualified professionals by the other
schools whose teachers take on teachers they are leading. Hargreaves
leadership roles become more democratic and Evans (1997) suggest that the quality
than dictatorial. of teaching and learning is affected by
In lieu of an operational definition the quality of professional relationships
of teacher leadership, focus is often that occur outside of the classroom.
placed on descriptions of the activities When a professional culture of teaching is
and roles of teacher leaders. For example, present, sustainable change and
Katzenmeyer and Moller (2001) contend increased learning opportunities are more
that teacher leaders are those that not likely to occur. Ultimately, teacher leaders
only lead within and beyond the are those teachers who facilitate change
classroom, but also contribute to and in and out of the classroom, be it formally
influence the improved educational or informally.
practice of teachers within their school.
Teacher leaders are also described as Teacher-Leadership Skills
those who create and oversee a Charlotte Danielson (2006) outlined
successful team, equipping others with the skills of teacher-leaders. There are
valuable resources to improve student seven skills identified as skills of a
achievement, according to Gabriel teacher-leader: (1) teacher-leaders use
(2005). Other reviews of teacher evidence and data in decision making; (2)
leadership by York-Barr and Duke (2004) teacher-leaders recognize opportunities
and Greenlee (2007) describe the formal and take initiative; (3) teacher-leaders
and informal roles of teacher leaders, mobilize people around a common
which include taking part in school-wide purpose; (4) teacher-leaders marshal
resources and take action; (5) teacher- awareness, and relationship management
leaders monitor progress and adjust their as dispositions that could/should be
approach as conditions change; (6) demonstrated by teacher leaders. Each
teacher-leaders sustain the commitment domain has a number of dispositions that
of others and anticipate negativity; lastly, could/should be demonstrated by teacher
(7) teacher-leaders contribute to a leaders.
learning organization.
Studies on Performance
Teacher-Leadership Disposition Milanowski (2004) conducted a
Charlotte Danielson (2006) outlined study to find out the relationship between
the dispositions of teacher-leaders. teacher performance evaluation scores
Teacher-leadership dispositions define and student achievement. Small to
how a teacher-leader handles different moderate positive correlationships were
situations; these dispositions are where found between teacher evaluation scores
teacher-leadership skills emanate from. and student achievement in reading,
There are nine dispositions of a teacher- mathematics, and science. When these
leader: (1) teacher-leaders have a deep correlationships were combined across
commitment to student learning; (2) grades within subjects, the results
teacher-leaders are optimistic and showed that scores from a rigorous
enthusiastic; (3) teacher leaders are teacher evaluation system can be
open-minded and humble; (4) substantially related to student
teacherleaders are courageous and are achievement.
willing to take risks; (5) teacher-leaders Fenster, et. al. (2006) in their study
are confident and decisive; (6) that looked into relating teacher
teacherleaders are tolerant of ambiguity; candidate performance to their students
(7) teacher-leaders are creative and academic achievement supported the
flexible; (8) teacher-leaders persevere; claim made by Hattie (2003) that teacher
and (9) teacher-leaders are willing to candidates can be part of the 30% of the
work hard. Danielson (2006) points out variance in student achievement.
that teachers rise to become teacher-
leaders not because of formal promotion, Synthesis
but rather one that is informal. Because In the study conducted by Huerta,
of its informal and voluntary nature, Watt, and Alkan (2008), wherein there
teacher-leaders represent the highest was a weak but significant positive
level of professionalism. Teacher-leaders correlation between the amount of AVID
do not receive any kind of financial (Advancement Via Individual
remuneration for their initiatives. They do Determination) professional development
it out of whole-hearted service for their and the level of teacher leadership. The
students. variables that is similar in the study of
Missouri Western Teacher Leadership Huerta et. al. and to the current one is
Dispositions that it both deals with teacher leadership.
As part of the conceptual model The different variable is that the current
and belief structure, the Western Teacher study looks into the relationship of
Education Department has studied the teacher leadership and performance
research related to teacher leadership. As while the one of Huerta et. al dealt with
a result of three years of study, the AVID professional development. The
department has adopted the following studies differ in results in the sense that
four domains of teacher leadership: self- AVID professional development has a
awareness, selfmanagement, social positive significant relationship with
teacher leadership, whereas performance attributed to teacher performance.
has a weak and insignificant correlation Furthermore, in the studies conducted by
and has no significant relationship with Milanowski (2004) and Hattie (2003), it
leadership practices. extends the claim of the thirty percent
This study acquiesces with the attribution of teacher performance to
study of Thomas (2007) in that the student achievement by claiming that
demographic variables had a weak and good teachers increase student
insignificant relationship. On the other achievement and that scores from a
hand, this study contradicts that of Little rigorous teacher evaluation system can
(1995) in the sense that her study found be substantially related to student
out that there is a clear evidence of the achievement.
positive effect of teacher leadership on These studies altogether give
teachers self-efficacy and levels of support to the understanding that
morale. effective teachers give substantial
In the studies conducted by Hattie influence on student achievement.
(2003) and Fenster, et. al. (2006) it Teachers who perform better and who are
confirmed the idea that teachers do more involved with their students allow
affect the achievement of students. In for better grades and learning on the part
fact, the study narrowed it down to thirty of their students.
percent of student achievement can be

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