Teachers Learning to help students
Bullying
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This paper aims to
explore previously conducted research to determine whether or not classroom
teachers who possess transformational leadership skills can improve student
academic achievement in a rural small school setting. This review of literature is based on
research grounded in theories of transformational leadership, teacher
leadership and its findings. Research indicates that teachers who engage in
transformational leadership opportunities can create a culture of collaboration
by motivating and stimulating teachers, thereby creating methods that enable
pedagogy to be delivered in a manner that meets both the individual and
collective needs of the students. The findings in this paper are limited to
research previously conducted, and have been applied to rural schools in
Newfoundland and Labrador whose communities have had their economic base
altered as a result of the cod moratorium in the early 1990’s. Further research conducted in rural areas in
other Canadian provinces would create more substantial evidence that
transformational teacher leadership can increase student academic achievement,
regardless of their geographical location. This paper suggests that leaders who
wish to engage in transformational leadership must clearly understand how they
influence followers and how they can use their influence to motivate others in
an organization that strives towards a common vision. Based on the literature
reviewed, it is determined that transformational teacher leaders teaching in
schools with low student populations can have a positive impact on followers,
and thus, improve student success.
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