Empowerment through distributed leadership in reconciliating tensions and dilemmas in teacher professional development

Tay, Lee Yong; Ramachandran, Kalaivani; Ong, Monica Woei Ling; Towndrow, Phillip A.

doi:10.1080/13664530.2021.1939133

Cited by 12 publications

(8 citation statements)

References 30 publications

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“…Then teachers will find it hardly cost-beneficial to strive to satisfy the requirements and may subsequently give up their effort. Therefore, as involving teachers in the planning of professional development programs will increase the effectiveness of these programs (Tay et al, 2021 ), involving teachers in the formulation of new promotion systems can also promote teachers' engagement in development and pursuit of promotion in promotion system reforms.…”

Section: Discussionmentioning

confidence: 99%

“…In fact, participation in decision-making and professional growth are inseparable empowerment strategies in the discourse of teacher development. According to previous studies (OECD, 2009 ; Tay et al, 2021 ), some of the significant barriers in teachers' attempts at professional growth include a lack of suitable content and school support and the nomination of all teachers for the same type of compulsory courses. As proposed by Bainer and Wright ( 1998 ) and Kelly and Williamson ( 2002 ), teachers should be empowered with the freedom to make choices about their professional development so that they can effectively engage in professional development.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Eun ( 2008 ) also argued that teachers' needs and goals should be accurately assessed to improve the effectiveness of professional development activities. Involving teachers in the planning of professional development activities and reflecting teachers' needs and goals in the activities will be an advisable measure to increase the chance of achieving good outcomes (Tay et al, 2021 ). Meanwhile, the school should recognize that teachers' desire for professional growth is beneficial to the school (Bogler and Somech, 2004 ) and that professional development should be integrated into the school calendar and culture (Kelly and Williamson, 2002 ).…”

Section: Literature Reviewmentioning

confidence: 99%

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Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

Peng

Nair

2022

Front. Psychol.

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The promotion system in Chinese universities has been undergoing a reform since 2017. This study employed an online survey validated by confirmatory factor analysis with 372 Chinese teachers to investigate the extent to which they were empowered by the two practices of participation in decision-making and professional growth in the reform and level of their appraisal of and behavioral intentions toward the new promotion system. Structural equation modeling was used to measure how the two empowerment practices influenced the teachers' appraisal of and behavioral intentions toward the new system. The findings suggest that the Chinese teachers had low participation in decision-making and medium institutional support for professional growth, relatively low nonmonetary cost-benefit appraisal and medium practicality and fairness appraisal of the new system, and relatively high behavioral intentions to increase efforts according to the new system. Besides, participation in decision-making had a significantly direct effect on practicality and nonmonetary cost-benefit appraisal. Professional growth had a significantly direct effect on practicality, fairness, and nonmonetary cost-benefit appraisal and behavioral intentions. Nonmonetary cost-benefit appraisal had a significantly direct effect on behavioral intentions. The implications are that, in promotion system reforms, the two empowerment strategies of shared decision-making and professional growth can help establish a new promotion system with high nonmonetary cost-benefits for teachers and raise teachers' behavioral intentions to develop and pursue promotion. They can also contribute to the formulation of a new promotion system that effectively evaluates individual teacher's achievements according to the characteristics of the specific university, teacher type, and discipline. This study had the limitations of using convenience sampling, collecting cross-sectional data through self-administered questionnaires, and reporting only teachers' side of the story. Therefore, it is recommended that future studies target both teachers and administrators, employ a mixed-method design, collect quantitative data through random sampling, and take a longitudinal view.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

Peng

Nair

2022

Front. Psychol.

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“…Such research has focused on either the direct or the indirect effects of distributed leadership on student outcomes (Chang, 2011; Heck & Hallinger, 2009; Leithwood & Mascall, 2008; Leithwood et al., 2020; Liu et al., 2022), as well as on many different aspects of school improvement and capacity‐building processes. For example, teachers' work attitudes, including self‐efficacy (Kurt, 2016; Sun & Xia, 2018) and job satisfaction (Liu, Bellibaş, et al., 2021, Liu, Keeley, et al., 2021; Torres, 2017), professional growth and learning (Polatcan, 2021; Tay et al., 2021), as well as instructional practices (Bellibaş et al., 2021), have been investigated in this line of research. However, it seems that little research has explicitly investigated the mediation role of workload stress of teachers between distributed leadership and teacher well‐being.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

Bellibaş,

Gümüş,

Chen

2023

British Educational Res J

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This research aims to investigate the relationship between distributed leadership in a school and teacher commitment, emphasising the mediating roles of teachers' workload stress and teacher well‐being using the Teaching and Learning International Survey dataset 2018 with 47 regions. Structural equation modelling on pooled and separate country samples was used to analyse the data. Results indicate that the impact of distributed leadership on teacher commitment is mediated by workload stress and well‐being across all jurisdictions, with a few exceptions. The study also suggests that distributed leadership is necessary to support teacher well‐being via the lens of their workload, which may lead to an increase in teacher sense of commitment. The results recommend practitioners and policymakers support and sustain the distribution of decision‐making powers among the school community and establish a culture of collaboration and mutual responsibility for the operation of the school. In this way, a less stressful work environment and consequently increased teacher mental and physical well‐being and commitment might be possible.

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“…Pembangunan profesional guru adalah sangat penting untuk memastikan guru dilengkapi pengetahuan teknologi digital yang terkini (Tay et al, 2021). Kajian literatur menunjukkan bahawa faktor penentu terpenting bagi pengalaman pembelajaran murid adalah berkait rapat dengan kualiti pembangunan profesional (Mourshed et al, 2010).…”

Section: Perbincangan Dapatan Kajianunclassified

Pembangunan Profesional Digital Guru Sekolah Rendah di Negeri Perak

Kok Ming,

Tasir

2023

MJSSH

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Kajian ini bertujuan untuk mengenal pasti tahap pembangunan profesional digital dan perbezaan pembangunan profesional digital dengan faktor demografi dalam kalangan guru sekolah rendah di negeri Perak. Seramai 375 orang guru sekolah rendah negeri Perak yang dipilih berdasarkan teknik pensampelan rawak kluster dan teknik pensampelan rawak mudah terlibat dalam kajian ini. Instrumen kajian ini merupakan soal selidik yang diadaptasi untuk mengkaji pembangunan profesional digital guru yang terdiri daripada enam dimensi. Semua dapatan dalam kajian ini dianalisis dan diproses oleh komputer menggunakan program SPSS versi 27.0 secara statistik deskriptif dan inferensi. Dapatan kajian ini menunjukkan bahawa tahap pembangunan profesional digital guru adalah tinggi (min=4.00). Kajian ini juga memberi maklumat bahawa tidak terdapat perbezaan yang signifikan antara pembangunan profesional digital dengan faktor demografi iaitu jantina dan penerimaan latihan dalam kalangan guru sekolah rendah. Cadangan bagi kajian selanjutnya adalah dengan melibatkan guru sekolah menengah agar pembangunan profesional digital guru sekolah menengah dapat diketahui dan dikaji.

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Empowerment through distributed leadership in reconciliating tensions and dilemmas in teacher professional development

Cited by 12 publications

References 30 publications

Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

Teachers' Participation in Decision-Making, Professional Growth, Appraisal, and Behavioral Intentions in the Promotion System Reform in Chinese Universities

The impact of distributed leadership on teacher commitment: The mediation role of teacher workload stress and teacher well‐being

Pembangunan Profesional Digital Guru Sekolah Rendah di Negeri Perak

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