Classroom leadership: the effect of a school development programme

Ertesvåg, Sigrun K.

doi:10.1080/01443410903122194

Cited by 35 publications

(23 citation statements)

References 72 publications

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“…Teachers' classroom management, which involves, among other factors, structuring social interactions between students and supporting individual students, has been argued to be crucial for the engagement and well-being of students (e.g., Ertesvåg 2009;Roland and Galloway 2002;Pianta et al 2012). However, lack of classroom order, structure or organization and the association of teachers' classroom management with SR and truancy have not been carefully investigated.…”

Section: Teachers' Classroom Managementmentioning

confidence: 98%

School factors associated with school refusal- and truancy-related reasons for school non-attendance

2015

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The primary aim of this study was to investigate how students' perceptions of relationships with peers at school and teachers' classroom management are associated with school refusal-related reasons and truancy-related reasons for school nonattendance. The study included controls for emotional stability and relevant parental variables. A student self-report questionnaire was implemented, and students were recruited from 45 schools in seven municipalities in Norway. The survey was conducted at the end of the autumn term in 2012, with a total of 5,465 students from the 6th-10th grades participating. The sample of students was examined to obtain a subsample consisting of those students who reported that they had been absent from school at some time during the past 3 months (N = 3,629). Multivariate associations were studied in this subsample through the use of structural equation modeling. The findings of this study suggest that poor relationships with peers at school could be an important risk factor for school refusal and could be a moderate risk factor for truancy. Moreover, according to these results, teachers' classroom management could play a role in school refusal indirectly by preventing bullying and social exclusion by peers. Finally, a direct association of teachers' classroom management with school refusal-related and truancy-related reasons was found among secondary school students, suggesting that perceived poor support from teachers could increase the risk of school refusal and truancy among these students. The present study underscores the importance of efforts to prevent bullying as a measure to reduce school refusal. Finally, the findings imply that the role of school factors must always be taken into account in connection with unexcused school non-attendance.

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Section: Teachers' Classroom Managementmentioning

confidence: 98%

School factors associated with school refusal- and truancy-related reasons for school non-attendance

2015

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“…Monitoring , or classroom organisation in Pianta and colleagues’ terms, involves managing time, behaviour and attention in the classroom (e.g. Ertesvåg, ; Pianta et al ., ). Monitoring includes teachers’ attempts to manage instructional time effectively and to prevent and redirect misbehaviour, including bullying.…”

Section: Introductionmentioning

confidence: 99%

Students who bully and their perceptions of teacher support and monitoring

Ertesvåg

2016

British Educational Res J

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The aim of this study was to assess students who bully and their perception of the emotional support, monitoring and instructional support offered by their teachers. Although research on bullying has increased over the past few decades, research on students who bully and their perceptions of their teachers' support and monitoring is scarce. Moreover, few if any studies of these associations consider the nested structure (students nested within classrooms) of the data. Teachers are assumed to have a key role in combating bullying; therefore, the quality of the relationship between teachers and students who bully is highly relevant. Data were collected from students in 85 classrooms in ten schools in Norway using a web-based questionnaire. A total of 1,571 students in grades 5 to 10 (ages 10-15) participated. Multilevel modelling revealed a negative association between reports of bullying other students and the emotional and instructional support the students who bullied received from their teachers when controlling for grade level, gender and individual-and classroomlevel off-task behaviour. No differences were found among students with regard to their perception of teacher monitoring. The weak emotional relationship may affect teachers' authority in the eyes of students who bully and may affect teachers' ability to stop bullying. In light of the serious long-term consequences of bullying, the negative association between bullying behaviour and the perception of teachers' instructional support is of concern. The practical implications of the findings are discussed.

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“…However, there is research that addresses teacher leadership delineated circumstances. Concerning the relationship between teacher and student, Ertesvåg (2009) introduced results from an evaluation of three aspects: academic support, emotional support, and monitoring of pupils' work and behavior. The results show an increase in all aspects, implying that teachers allow themselves to be influenced in their leadership.…”

Section: Research On Teacher Leadership Delineated Circumstancesmentioning

confidence: 99%

“…The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences (Dewey, 1972, p. 88) Leadership is what every teacher employs in their dealings with students and their parents (Billmayer, 2012;Crowther & Olsen, 1997;Ertesvåg, 2009;Granström, 2012;Steinberg, 2002Steinberg, , 2005Stensmo, 2000Stensmo, , 2008. The association of leadership with the work that teachers perform can be explained by the fact that a) education is the managing of someone else's learning and development, b) the school, interacting with the surrounding society, has become much more than a -knowledge intermediary,‖ and c) a teaching situation can be perceived as a small social organization, with the teacher as leader and the students as followers (Billmayer, 2012;Granström, 2012;Pounder, 2008;Steinberg, 2005;Stensmo, 2000).…”

Section: Introductionmentioning

confidence: 99%

A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room

Augustsson

Boström

2012

ijhrs

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This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers' leadership. The aim is to develop new knowledge about teachers' leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers' various perspectives and behavioral styles in the didactic room. The meaning of the concept -perspective‖ precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations.

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Classroom leadership: the effect of a school development programme

Cited by 35 publications

References 72 publications

School factors associated with school refusal- and truancy-related reasons for school non-attendance

School factors associated with school refusal- and truancy-related reasons for school non-attendance

Students who bully and their perceptions of teacher support and monitoring

A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room

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