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Collective teacher efficiency is an
important variable that intervenes leadership and the teacher role. Positive
efficiency directly impacts student performance. Mullard (2003, p.12) notes
that leaders who constitute efficient management teams in an institution
command a more pervasive authority than the leaders who rely on their efforts.
The leadership mechanism used within an institution greatly impacts the
performance of the institution.

A conducive environment enforces a better
working relationship that results in better work performance. Lumby (2003, p.284)
argues that systematic leadership is only concerned with culture and vision
which are long-term deliverables but forgets that their achievement depends on
the success of achieving the short-term intangibles such as proper people
management. From the literature analysis alongside the personal experience as
an elementary teacher and coordinator, some findings were noted.

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Developing Teachers’ Skill Set through Training from Network Leaders

Stosich (2016, p.47) stated that treating
teachers as professionals who understand their roles and who can apply their
existing expertise in learning and teaching makes them more committed and
dedicated to their jobs. There is much emphasis on augmenting professional
community instead of delivering proficiency from above as is the case of a
hierarchical model of authority. A Common Core State Standards (CCSS) network
leader pointed out that if teachers are given ample resources, time, and space,
they can discover their ways to teach to meet new standards (Stosich 2016, p.47).
There is no need of mandating professionals on what to do. Commanding the
teachers to use certain approaches or resources in executing their duties would
only make them stressed and underproductive.

Besides, letting teachers design their
curricular plan based on their approach is of importance than dictating what to
include in a curriculum. Indeed, to illustrate the diverse understanding of
teachers, when asked to present their curriculum, some teachers directly
extract textbook problems and present them as their subject curricula. Other
tutors can develop their curriculum from scratch. Allowing the teachers time to
seek guidance from their colleagues and letting them develop curriculum on
their own ensures that they develop standard plans that assist them in
undertaking their duties. The teachers develop a sense of understanding on
their own thereby raising their self-efficacy and commitment to the goals of
the institution.

Capacity Building Using Principals

            Different countries are encouraging
principals to disseminate leadership to other staff members as a way to improve
the educational outcome of the school’s students. The USA, for instance, has
standards that are used in evaluating and preparing principals (Klar et al.
2016, p.115). The principal is strategically placed to build individuals and
raise the capacities of the institution. The key role that the principal ought
to play in serving his or her staff members is engaging them in capacity
building and swiftly responding to the constant evolutions of the education

            Successful leaders develop other
leaders during their tenure. Indeed, people development is a core leadership
principle of any successful leader (Klar et al. 2016, p.115). Stoll and Bollam
(2005, p.52) argue that capacity building is a congruence of skills,
motivation, resources, conditions, and resilience needed to continuously stay
in learning. Principals are principally mandated to offer capacity building to
their team members to ensure succession and collaboration. Nonetheless, giving
the teachers some autonomy is a way of showing value and belief in them.

            Even though lesson structures and
content creation are mandatory, dictating the structure is important so as to
have uniformity. Once a template is provided, teachers are then given a chance
to prepare their lesson plans and content. When more than one template is
provided, teachers may be at liberty to choose the template they wish to use
and one that they understand. How one person perceives an idea is different
from how another perceives the same idea and hence it would be respectful to
allow teachers prepare content as per their understanding rather than as

Teacher and Principal Leadership

            Teachers will remain to be
underperforming if they feel threatened by persons in the upper authority. They
develop stress and are unable to manage it correctly. Introducing leadership
training programs for teachers as a way to foster teamwork between colleagues
helps teachers learn the different strategies to solving common problems.
Teamwork is a key to the success of a school. A school does not rely on only
one teacher to succeed, and hence all teachers have to work together in
aligning their goals towards the school’s mission. Members who uphold a good
rapport with one another as well as engage in constructive discussions always
work towards fulfilling a set goal. The societies and clubs in the third school
where I taught developed good communication skills due to sharing common goals
and working as a team towards realizing the goal. Further, there was a positive
teacher-student relationship in the third school since other than classroom
work, teachers engaged with students in the extracurricular activities such as
games and in their societies and clubs. 

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