Transformational Teacher Leadership in Rural Schools

Anderson, Kirk

doi:10.35608/ruraled.v29i3.462

Cited by 23 publications

(23 citation statements)

References 11 publications

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“…Reviewing related research studies and synthesizing them with what has been found under the study, the researchers found that there are differences between the research findings and the results of previous studies. This research found that to increase teacher creativity through transformational leadership places more emphasis on the idealized influence by leaders' instilling positive values, setting good examples, and performing self-confidence, whereas previous research studies suggest enhancing creativity through transformational leadership through the aspects of the work environment [55], intrinsic motivation [56], [57], task complexity [12], [58], self-efficacy [59], intellectual stimulation [60], decision making [12], and psychological empowerment [56].…”

Section: Resultsmentioning

confidence: 90%

How Does Transformational Leadership on School Leaders Impact on Teacher Creativity in Vocational High Schools?

Ripki¹,

Murni²,

Wahyudi³

et al. 2020

ujer

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Background of this research was regarding the problem of the development of management in educational institutions in the aspect of learning management. Teacher creativity was an essential problem that often faced by many educational institutions. The problem of teacher creativity brought influence to the learning process, which could not be done effectively and efficiently because of lacking of competencies and skills, so that the teachers did not become creative and innovative. Many factors could increase teacher creativity, one of factors could increase was to implement the transformational leadership of the leaders in the school. The purpose of this study is to examine the impact on transformational leadership of school leaders perceived by school teachers to their creativity so that they can develop their creative behaviors to tasks, new ideas, innovations, and creations that could be potential to achieve the goals and values of the school organization well. This research used a causal survey method by using the path analysis technique. This study used the sample from 219 school teachers in 50 vocational high schools, which were selected using the Slovin formula. The result of the study reveals that there is a positive effect between the transformational leadership of the leaders and the creativity of the teachers in schools. The results of this research indicated there is a direct and positive influence of transformational leadership on creativity. Based on the conclusions, the results of this study can be used as recommendations to the leaders of educational institutions to serve as an effort to increase the creativity of teachers in their institutions.

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Section: Resultsmentioning

confidence: 90%

How Does Transformational Leadership on School Leaders Impact on Teacher Creativity in Vocational High Schools?

Ripki¹,

Murni²,

Wahyudi³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Leveraging teachers to serve in leadership roles, especially in rural schools where formal leadership roles may be missing, have led to improved instruction and student learning (Murphy, ) and increased teacher retention (Anderson, ). Anderson () noted that many teacher leadership roles in rural schools are informal and change often given the expertise of teachers, external reform pressures, and school needs. Often these leadership roles are unpaid and may lead to frustration and less participation if teachers feel undervalued (Anderson, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Anderson () noted that many teacher leadership roles in rural schools are informal and change often given the expertise of teachers, external reform pressures, and school needs. Often these leadership roles are unpaid and may lead to frustration and less participation if teachers feel undervalued (Anderson, ). Hence, further understanding of how rural teachers participate in teacher leadership, both informal and formal, in productive ways is needed.…”

Section: Literature Reviewmentioning

confidence: 99%

Rural teacher leadership in science and mathematics

Lotter

Yow

Lee

et al. 2020

School Sci & Mathematics

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This study adds to our understanding of science and mathematics teacher leadership in rural schools. Through In Vivo and Concept coding of teacher interviews, we investigated 20 secondary science and mathematics teachers' perceptions of rural teacher leadership during their participation in a three-year professional development program. As the teachers developed as teacher leaders, they broadened their focus from improving their own students' learning to sharing new knowledge learned through the program with other teachers both informally and formally. We compared our program components to the Teacher Leader Model Standards and added an emphasis on the importance of disciplinary content knowledge. We also identified patterns in science and mathematics teacher leadership that are contextually connected to teachers' instruction in rural high poverty schools. Rural teacher leadership included the importance of building strong teacher-student relationships, providing new academic opportunities for students, encouraging students' success, and building community connections.

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“…Despite principals' beliefs, and the research that supports the importance of principals serving as the instructional leader (Brown-Ferrigno & Allen, 2006;Harmon & Schafft, 2009), these teachers stated it was not the principal's job. As teachers are given more leadership roles in rural schools (Anderson, 2008), principals need to establish their identity and maintain a leadership model that is conducive to student achievement. Allowing teachers to have more responsibility is not necessarily a bad thing; however, as the instructional leader, the principal is ultimately responsible for the instruction being provided.…”

Section: Rural Special Education Quarterlymentioning

confidence: 99%

Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals

Lynch

2016

Rural Special Education Quarterly

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Instructional leaders must be proficient in their knowledge of effective instructional strategies in order foster an environment that uses what has been identified as “best-practice” for students with disabilities. This role is critical in rural school systems where principals take on more responsibility and the ability to employ highly qualified educators is often more difficult. The purpose of this multiple case study was to provide a detailed description of principals' understanding of effective instruction for students with disabilities in a rural mid-Atlantic school system. Results from three cases indicated that principals have a limited understanding of what effective instruction for students with disabilities encompasses and how to ensure its application.

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Transformational Teacher Leadership in Rural Schools

Cited by 23 publications

References 11 publications

How Does Transformational Leadership on School Leaders Impact on Teacher Creativity in Vocational High Schools?

How Does Transformational Leadership on School Leaders Impact on Teacher Creativity in Vocational High Schools?

Rural teacher leadership in science and mathematics

Effective Instruction for Students with Disabilities: Perceptions of Rural Middle School Principals

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