New Dimensions of Classroom Leadership: Bernie's Path to Becoming a Transformational Teacher

2007 ◽  
Author(s):  
B. Tim Lowder
Keyword(s):  
Classroom Leadership

Dogmatism and Student Teacher Perceptions of Ideal Classroom Leadership

1968 ◽  
Vol 27 (3) ◽  
pp. 750-750
Author(s):  
Donald J. Tosi ◽  
Joseph J. Quaranta ◽  
R. M. Frumkin
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Classroom Leadership ◽  
Student Teacher Perceptions

scholarly journals Classroom Leadership and its Relation to Job Satisfaction in Mid-School Teaching for Baghdad Governorate / Karkh III

2019 ◽  
pp. 485-507
Author(s):  
Rabab Abboud
Keyword(s):  
Job Satisfaction ◽  
General Satisfaction ◽  
School Teaching ◽  
Learning Conditions ◽  
Classroom Education ◽  
The Mind ◽  
Classroom Leadership

Classroom leadership is a set of plans and actions undertaken by the teacher to ensure that classroom education is effective and efficient by providing appropriate learning conditions that enable students to learn. Job satisfaction is one of the main elements of general satisfaction, which provides the person with the necessary energy that enables him to be able to perform his work and to continue and even develop it and create it. Job satisfaction contributes to reassuring the teacher. When the teacher is satisfied with himself and his work, the intellect and activity of the mind are enthusiastic and focus their energy on their work and increase production and creativity in his work.

scholarly journals INSTRUCTOR LEADERSHIP IN EFL CLASSROOMS AND THE OUTCOMES: THE EFFECTS OF TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES

2020 ◽  
Vol 31 (1) ◽  
pp. 70
Author(s):  
Didem Erdel ◽  
Mehmet Takkaç
Keyword(s):  
Student Satisfaction ◽  
Leadership Styles ◽  
Transactional Leadership ◽  
English Language ◽  
Statistical Tests ◽  
Full Range ◽  
English Language Teaching ◽  
Classroom Context ◽  
Extra Effort ◽  
Classroom Leadership

In this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors’ leadership styles and the outcomes of leader (the instructor in the classroom context) effectiveness, students’ extra effort and student satisfaction. Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire, was administered to 300 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests and the results revealed that transformational leadership and active traits of transactional leadership significantly correlated with all three leadership outcomes. Consequently, the instructors with such leader characteristics appeared to be more effective teachers, whose students felt more satisfied with their teaching and displayed extra effort at a higher extent in the courses.

The Experimental Method in Classroom Leadership

1952 ◽  
Vol 53 (2) ◽  
pp. 76-85 ◽  
Author(s):  
Herbert A. Thelen
Keyword(s):  
Experimental Method ◽  
Classroom Leadership

Manipulative managers and devilish dictators: Teachers’ perspectives on the dilemmas and challenges of classroom leadership

2005 ◽  
Vol 25 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Lara S. Mullarkey ◽  
Susan L. Recchia ◽  
Seung Yeon Lee ◽  
Min Sun Shin ◽  
Yoon Joo Lee
Keyword(s):  
Teachers Perspectives ◽  
Classroom Leadership

Commanding the Class in a Foreign Tongue: The Influence of Language Proficiency and Intercultural Competence on Classroom Leadership

2021 ◽  
pp. 001312452110484
Author(s):  
Changmi Wang
Keyword(s):  
Language Proficiency ◽  
Intercultural Competence ◽  
English Language ◽  
Predicting Factors ◽  
Chinese University ◽  
Determining Factors ◽  
English Medium Instruction ◽  
Reported Data ◽  
Classroom Leadership ◽  
Communicative Abilities

This article examines the influence of English language proficiency and intercultural competence on the English-medium instruction lecturer’s classroom leadership. It analyzes self-reported data obtained by three measuring scales from 188 English-medium instruction lecturers of a Chinese university. The Pearson correlational analysis indicated that there were significant positive relationships between the English-medium instruction lecturer’s classroom leadership and the two predicting factors. The multiple regression analysis suggested that both intercultural competence and English proficiency contribute much to the variance of the English-medium instruction lecturer’s classroom leadership. It was found that the lecturer’s language proficiency and intercultural communicative abilities could be two determining factors for the lecturer to deliver their disciplinary knowledge and command the class in an engaging and competent manner. The findings may provide implications for the strategic intervention of English-medium instruction educators in institutions of higher education.

Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

2021 ◽  
pp. 004208592110684
Author(s):  
Carlos P. Hipolito-Delgado ◽  
Dane Stickney ◽  
Ben Kirshner ◽  
Courtney Donovan
Keyword(s):  
High School Students ◽  
Leadership Development ◽  
Social Action ◽  
Urban Youth ◽  
Student Voice ◽  
Critical Reflection ◽  
School Students ◽  
Community Organizers ◽  
Critical Pedagogies ◽  
Classroom Leadership

Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.

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