A Study on the Effects of Professional Development on Teacher Leadership Skills
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Sažetak
This study investigates the effects of professional development on teacher leadership skills, exploring the impact of tailored interventions on nurturing teacher leaders in the educational landscape. With a mixed-methods research design, this research combines quantitative pre and post-assessments with qualitative data from interviews and focus groups. The participants, selected through purposive sampling, engaged in a comprehensive professional development program comprising interactive workshops, peer collaboration, and reflective practices. The interventions focused on enhancing mentoring, collaboration, advocacy, decision-making, and instructional leadership skills. The evaluation of the program's impact revealed a positive influence on participants' teacher leadership abilities, with the majority demonstrating growth in various dimensions of leadership. The findings emphasize the significance of targeted and continuous professional development for educators in fostering teacher leadership capacity and promoting a collaborative and innovative learning environment. However, the study acknowledges limitations related to self-assessment and sample size. Policymakers and educational institutions are encouraged to invest in high-quality, tailored professional development initiatives to empower educators as transformative leaders and advocates for educational reform. By nurturing teacher leadership, we pave the way for an improved educational system that fosters a culture of collaboration and student success.
##plugins.generic.usageStats.downloads##
##plugins.themes.bootstrap3.article.details##
##submission.citations##
Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European journal of education, 54(3), 356-369.
De Coninck, D., Frissen, T., Matthijs, K., d’Haenens, L., Lits, G., Champagne-Poirier, O., ... & Généreux, M. (2021). Beliefs in conspiracy theories and misinformation about COVID-19: Comparative perspectives on the role of anxiety, depression and exposure to and trust in information sources. Frontiers in psychology, 12, 646394.
Drew, S. V., & Sosnowski, C. (2019). Emerging theory of teacher resilience: A situational analysis. English Teaching: Practice & Critique, 18(4), 492-507.
Gustafsson, T., Sundler, A. J., Hedén, L., Lindberg, E., & Maurin Söderholm, H. (2023). Communication in home care—A feasibility study of an educational intervention in self‐efficacy and job satisfaction. Nursing Open, 10(3), 1375-1382.
Karakose, T. (2021). The impact of the COVID-19 epidemic on higher education: Opportunities and implications for policy and practice. Educational Process: International Journal (EDUPIJ), 10(1), 7-12.
Karlberg, M., & Bezzina, C. (2022). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641.
Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321-349.
Mehmood, S., & Ahmad, M. (2022). Role Of Peer Accountability In Quality Education At Secondary Level. Educational Research And Innovation, 2(2), 51-61.
Meijer, H., Hoekstra, R., Brouwer, J., & Strijbos, J. W. (2020). Unfolding collaborative learning assessment literacy: a reflection on current assessment methods in higher education. Assessment & Evaluation in Higher Education, 45(8), 1222-1240.
Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC nursing, 20, 1-13.
Mooduto, Y. S., & Lakoro, I. . (2021). Teacher’s Role in Applying Audio Visual Media in Science Learning. Journal of Education Review Provision, 1(2), 24-29. https://doi.org/10.55885/jerp.v1i2.100
Numonjonov, S. U. (2020). Innovative methods of professional training. ISJ Theoretical & Applied Science, 1(81), 747-750.
Ohene, N. (2021). An Analysis of Factors Affecting the Successful Implementation of Educational Policies in Developing Countries . Journal of Education Review Provision, 1(3), 30-35. https://doi.org/10.55885/jerp.v1i3.216
Okoye, K., Hosseini, S., Arrona-Palacios, A., & Escamilla, J. (2021). Impact of educational coaching programs and mentoring services on users’ perception and preferences: A qualitative and quantitative approach. IEEE Access, 9, 48105-48120.
Petrychenko, O., Petrichenko, I., Burmaka, I., & Vynohradova, A. (2023). Changes in modern university: challenges of today and development trends. Транспортні системи і технології, (41), 74-83.
Smith, C., & Gillespie, M. (2023). Research on professional development and teacher change: Implications for adult basic education. In Review of Adult Learning and Literacy, Volume 7 (pp. 205-244). Routledge.
Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers & Education, 148, 103798.