Teachers’ responsibilities as leaders inside and outside Nigerian secondary schools
- Olujuwon, O.T., Perumal, Juliet Christine
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership , Teacher professionalism , Teachers' responsibilities
- Type: Article
- Identifier: uj:6142 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13185
- Description: This qualitative multiple case study explored the responsibilities of teacher leaders in the classroom, within the school, outside the school and in the community in the context of Nigerian public secondary schools. It aimed to determine the extent of teacher leaders’ responsibilities in relation to national development within and outside the school. Participants included nine teachers, three principals, viceprincipals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through the use of semi-structured interviews and documentary analysis. The study revealed that the professional, administrative and social roles of teachers are a continuum within and outside the school. It also shows that teachers spend majority of their time in the classroom as well as assisting in administration and managerial processes in a school system. The study recommends giving merit awards to teachers to enhance their image and self worth. It also recommends that professional standards and training should be of importance in the teaching and learning processes. The study contributes to professional development of teachers thereby enhancing their responsibilities in and outside the schools.
- Full Text:
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership , Teacher professionalism , Teachers' responsibilities
- Type: Article
- Identifier: uj:6142 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13185
- Description: This qualitative multiple case study explored the responsibilities of teacher leaders in the classroom, within the school, outside the school and in the community in the context of Nigerian public secondary schools. It aimed to determine the extent of teacher leaders’ responsibilities in relation to national development within and outside the school. Participants included nine teachers, three principals, viceprincipals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through the use of semi-structured interviews and documentary analysis. The study revealed that the professional, administrative and social roles of teachers are a continuum within and outside the school. It also shows that teachers spend majority of their time in the classroom as well as assisting in administration and managerial processes in a school system. The study recommends giving merit awards to teachers to enhance their image and self worth. It also recommends that professional standards and training should be of importance in the teaching and learning processes. The study contributes to professional development of teachers thereby enhancing their responsibilities in and outside the schools.
- Full Text:
The effects of management micro-politics on teacher leadership in Nigerian public secondary schools
- Olujuwon, O.T., Perumal, Juliet Christine
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership - Nigeria , Educational leadership - Nigeria
- Type: Article
- Identifier: uj:6145 , ISSN 978-84-617-2484-0 , http://hdl.handle.net/10210/13188
- Description: This qualitative multiple case study explored how micro politics in school management affect the practice of teacher leadership in the context of Nigerian public secondary schools. It shows the extent by which the practice of micro politics in public secondary schools affects the promotion of teacher leadership. Participants included nine teachers, three principals, vice-principals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through semi-structured interviews and documentary analysis. The study reveals that micro politics is part of human existence and it leads to forming of cliques, which affects professionalism in organisations. It also reinforces the role principals play in traditional models of leadership, which affects teaching and learning processes. The study recommends adherence to ethical standards in schools and that the era of principal as a sole leader in school leadership is over. The study contributes to better understanding of leadership development in schools.
- Full Text:
- Authors: Olujuwon, O.T. , Perumal, Juliet Christine
- Date: 2014
- Subjects: Teacher leadership - Nigeria , Educational leadership - Nigeria
- Type: Article
- Identifier: uj:6145 , ISSN 978-84-617-2484-0 , http://hdl.handle.net/10210/13188
- Description: This qualitative multiple case study explored how micro politics in school management affect the practice of teacher leadership in the context of Nigerian public secondary schools. It shows the extent by which the practice of micro politics in public secondary schools affects the promotion of teacher leadership. Participants included nine teachers, three principals, vice-principals and an educational administrator in an Educational District in Lagos, Nigeria. Data for the study was generated through semi-structured interviews and documentary analysis. The study reveals that micro politics is part of human existence and it leads to forming of cliques, which affects professionalism in organisations. It also reinforces the role principals play in traditional models of leadership, which affects teaching and learning processes. The study recommends adherence to ethical standards in schools and that the era of principal as a sole leader in school leadership is over. The study contributes to better understanding of leadership development in schools.
- Full Text:
- «
- ‹
- 1
- ›
- »