teachers’ leadership

8/10/2019 Teachers Leadership

1/51

TEACHERS LEADERSHIP


2/51

TEACHERS LEADERSHIP

BASIC LEADERSHIP

TYPES OF LEADERSHIP

LEADERSHIP THEORIESSCHOOL LEADERSHIP

CHALLENGES IN LEADERSHIP

-involves 2 parties

-leader own the

authorities

-influencing the

followers

-Natural Leadership

-Charismatic Leadership

-Leadership Bureaucratic

-Distributed Leadership

-X & Y Theory

Human Relationship

Theory

-Situational

Leadership Theory

-Behavioural Theory

-role of school leaders

-characteristic of effective school

leaders

-aspect of leadership

1) Vision of education2) Teaching and

learning science and

mathematics in English

3) Transformation of

primary school

curriculum

4) Education

Development Master

Plan (PIPP) 2006-2010


3/51


4/51

LEADERSHIP?

LEADER?

An individual in a group that was given the

responsibility to direct and coordinate activities

to achieve group goals/aims.

Amir Hasan Dawi (2006)leadership is a complex

activity, defined in various ways, some form of

interaction between leaders and led individuals.

Leadership is the process of influencing a grouptowards the achievement of planned results


5/51

TEACHER LEADERSHIP

needed to manage the process and the

changes (school)

teacher also need to lead colleagues to do

innovative learning and performing tasks in a

better and more effective ways.

To lead the pupils in the class.


6/51

BASIC LEADERSHIP

-involves 2 or more parties-leader owns the authorities

-influencing the followers

WHAT DOES A LEADER

NEEDS TO HAVE?


7/51

leaders involve others either subordinatesor accountable followers

group members help define the status ofleaders and leadership through the process

of creating their willingness to accept

unequal distribution of power betweenleaders and team members


8/51

leaders have authority with respect tosome of the activities of the group

members

subordinates are not questioned ordisobeyed the activities of their leaders


9/51

INFLUENCING THE FOLLOWERSTHROUGH ORDERS

EFFECTIVE LEADER

IN A GROUP

leaders demonstrate goodsocial behavior through

emphasizing and respecting

the ideas, feelings and

affairs (hal ehwal) of

workers by listening to their

personal problems and help

to solve the problems

leader stressed on working

and restructuring activities,

scheduling, establishment ofinformation, and

management

preferred the performance

and production from other

things

involved to achieve the

high-level output


10/51

RENSIS LIKERT AND FRIENDS INUNIVERSITY OF MICHIGAN

Patterned Management

System

Style Management

System

Management

System


11/51

Patterned Management System

management authority through exploitation

leaders make their own decisions about what

works and directs staffed according to theorder

penalty is given if the employee fails to meet

the goals and standards set

head less trust the followers

followers feel scared and isolated from the

head


12/51

Style Management System

Leader issue orders but employees are given the

freedom to comment on the commandments

they are also given the flexibility to take some specific

action, in accordance with a strict control policy and

procedures outlined


13/51

Management System

Leader set objectives and general directions after

consultation and discussion with the subordinates

The staff can also take their own decisions on how to

conduct their duties

more rewards than punishments are used to

encourage staff and workers.

staff and employees are given the freedom to discussmatters of work with the their leaders

Leaders trust the staff and workers


14/51


15/51


16/51

Theoriesof

leadership

Traditionaltheory

Currenttheory


17/51

Traits theory

What characteristics or traits make a person aleader?

Great Man Theory: Individuals are born eitherwith or without the necessary traits forleadership

Trait theories of leadership sought personality,social, physical or intellectual traits thatdifferentiate leaders from non leaders

Trait view has little analytical or predictive value

Technical, conceptual and human skills (Katz1974)


18/51

Traits Theory

Traits theory of leadership

Theory that consider

personality,social, physical or

intellectual traits

to differentiate leaders

from non leaders

LEADERSHIP TRAITS

Ambition and energy

The desire to lead

Honesty and integrity

Self confidence

Intelligence

Job relevance

knowledge


19/51

Traits and skills differentiating leaders

from non-leaders


20/51

Traits theory


21/51


22/51


23/51


24/51


25/51

In theory Y, the leader considers that the staff

are hardworking, have positive attitude

toward their job and ambitious.

Therefore the leader empower them in their

duties performances


26/51


27/51

Grid Management ( Managerial Grid) (Blakeand Mouton, 1964-1978)

(studies of Ohio State and Michigan)

Leader behaviour base on 2 axis

Horizontal axis- concern of product

Vertical axis- human care

In this theory, the ideal leader will gain ameasure of 9-9 which is scalable to CareProduction and Human Care.


28/51


29/51

Fiedler contingency theory (1967)

Contingency theory states that there is no bestway to lead an organization

Leadership style may be effective in one situationbut rather occur in other situations

The size of the organization (how leaders adapt tothe environment

Resources and operation

The notion of the leader and the staff

The use of technology


30/51

Fiedler contingency theory (1967)

The environment will affect the leadership

style

A leader may be motivated by tasks or

relationship between people


31/51

Hersey and Blanchard Situation Theory

(1977)

The effectiveness of leadership is based on the

situation (Hersey & Blanchard, 1977)

Leadership style: telling, selling, participating

and delegating


32/51

Transformation Theory

Transformational:

Widespread changes

to a business or organisation

Requires: Long term strategic planning

Clear objectives

Clear vision

Leading by examplewalk the walk

Efficiency of systems and processes


33/51

Transformation Theory

James Mac Gregor Burns pioneered the termTransformation Theory in 1978

To describe an ideal situation between leaders andfollowers

Transformational leader able to move the followers toact to achieve specific goals based on :

Values and motivation

Needs and desires

Aspiration and expectationsMake full use of power to persuade the followers to

bring about change in the organization


34/51

Moral Leadership

A from of worries that motivates others

through the principle (Sergiovanni, 1992)

Did not find ways to benefit themselves but

act for the betterment of mankind

Elements of morality should be embedded in a

moral way of life of the leader.

Schools should exhibit ethical values


35/51

CHARACTERISTICS

OF

EFFECTIVESCHOOLLEADERS

ASPECTS OFSCHOOLLEADERSHIP

ROLES OFSCHOOLLEADERS

SCHOOL

LE DERSHIP


36/51

RO

LESOFSCHO

OLLEADERS

(CURRICULUML

EADER)

Setting the vision & mission ofcurriculum.

Distributing academic tasks & non-academic to the staff

Meeting with Curriculum Committee &Subject Panels

Planning time table

Supplying academic school calendar


37/51

ROLES OF SCHOOL LEADER

(CURRICULUM ASSESSOR)

Plan & administer tests

& exam Assess students

performance

ROLES OF SCHOOL LEADER

(CURRICULUM MONITOR)

Monitor teachers teaching &

learning session

Check

teachers lessonplanning book


38/51

Has sense of mission & senseof purpose

Good interpersonal skill

Has good personality (rolemodel)

Has good leadership style

CHARACTERISTICS OF

EFFECTIVE

SCHOOL LEADERS


39/51

continued

Effective strategy planner

Utilise all resources & proactive inovercoming the obstacles.

As a leader of pedagogy (Pedagogicalinnovator)


40/51

PLANNING Set the target (short

& long term).

MONITORING

Effective monitoringenhance executionplan.

DIRECTING

Assigning tasks,influence theirsubordinate & gettheir cooperation

CONTROLLING

ASPECTS OF

LEADERSHIP

Control needed tomaintain teachersperformance.

Ensure planning is inline withenvironment

ASPECTS OF

LEADERSHIP


41/51

WHO IS SHE??

Practise effectivecommunication techniques.

Five Practices of Exemplary

LeadershipModel the way,

Inspire a shared vision,

Challenge the process, Enable

others to act and Enable the

heart.

Show exemplary to the

students.


42/51

Leadershipchallenge

1) Vision of

education

2) Teaching and learningscience and mathematics

in English

3) Transformation ofprimary school

curriculum

4) EducationDevelopment Master

Plan (PIPP) 2006-2010


43/51

1) VISION OF EDUCATION

Aims to provide direction to educational leaders to jointly perform

the roles and responsibilities for achieving the goals of Vision 2020,

which makes Malaysia a developed nation economic, political, social,

spiritual and cultural.


44/51

The paradigm shift is made to ensure the filling Vision Education

is practiced in all levels of education through seven aspects:

unity in all levels of the organization and the community.

Style of leadership quality management and achieve no defects.

Service to close loving relationship and camaraderie and produce

educators who are concerned.


45/51

Empowerment in which the delgation of power from the center to

periphery, from the power and control to the partnership of

technical rationality to reflective rationality.

Cultural knowledge through reading, learning culture, mindset,

culture with their discussions, writing culture and cultural works.


46/51

Caring school students to cultivate self- esteem and feeling of love

for the schools commitment to be created.

Culture of excellence, have an attitude to strive for excellence.

These challenges are not only delivered to school leaders but also

various stakeholders (teachers, students, parents community)


47/51

2 ) T E A C H I N G A N D L E A R N I N G O F

S C I E N C E A N D M A T H E M A T I C S I N

E N G L I S H

PPSMI was introduced in January 2003.

The leaders of the teachers to meet these challenges with courage

to step up efforts and use the English language either formal or

informal.


48/51

3 ) TRANSFORMATION OF P RIMARY

SCHOOL CURRICULUM

Each curriculum should be changing, which is dynamic in nature

so that appropriate and relevant to current developments.

Integrated curriculum for Primary Schools(KBSR) be reviewed to

ensure that the curriculum is holistic, not too academic and burden in

line with the strengthening of the core curriculum as the main focus

of the second PIPP.


49/51

2010 : KBSR change to KSSR

Transforming the curriculum is based on the holistic processchanges the existing school curriculum.

Changes of curriculum, structure of content, pedagogy, time

allocation, assessments methods, curriculum methods.


50/51

4 ) EDUCATION DEVELOPMENT

M A ST E R P LA N ( P IP P ) 2 0 0 6 - 2 0 1 0

In the 21stcentury, the country faces new challenges from

globalization, liberalization, internationalization and the development

of Information and Communication Technology (ICF).

This PIPP aimed at developing a world class education system to

fulfill the aspirations of Vision 2020 to make Malaysia a developed

nation in our own mold. It also aimed to producing a qualityeducation for all.


51/51

PIPP is also a development plan document which covers three

main areas, which are infrastructure, employment and manpower.

Thus, leadership education ministry of education has a

tremendous responsibility in developing the human capital that is

comprehensive, progressive moral and ethical standards as well as

human capital who are knowledgeable and highly skilled in ICT

literacy.

teachers’ leadership

Documents