This report presents a multi-case qualitative research study on how to support teacher professional learning and development of their digital competence, through a self-reflection process using SELFIEforTEACHERS (SfT). The study investigated how SfT can be used in different settings and what factors, enablers and barriers affect its effective…

Continuous professional development is necessary for teachers to stay current with teaching and learning. However, teachers face tensions when they engage in such activities. From the sociocultural and distributed leadership perspectives, this case study investigates how a school, recognised for its excellence in staff well-being and development,…

A core role of the K-12 school leader is to support and nurture the growth of others. That growth is commonly thought to be at the student level. However, school leaders must also focus on the growth of their teachers. School leaders are adjusting to a world where technology has crept into many aspects of the profession. And sometimes, technology…

As the responsibilities of principals become more complex and as accountability becomes more evident in K-12 cultures, it becomes increasingly important that high school principals be trained to empower teachers. This paper examined the research concerning the conditions of the empowerment of teachers. More specifically, it measured high school…

Implementing teacher evaluation systems across the United States has created both challenges and opportunities to improving teacher quality. Lessons learned at the state level illustrate a wide range of challenges with system implementation, including value-added growth scores, implementation timetables, and human capital demands (McGuinn, 2012),…

The quality of school leadership is linked to student academic achievement (Leithwood et al., 2004; Thompson & Barnes, 2007; Glatthorn & Jailall, 1997; Lezotte, 1991; Edmonds, 1979; Hallinger & Heck, 1996; Crum & Sherman, 2008). The purpose of this study was to examine the instructional leadership (IL) of high school principals and…

High school students continue to struggle in algebra, especially in large inner-city schools with underprivileged students. Students are not the only ones skirmishing with algebra. Teachers and school leaders are just as frustrated as they search for answers to complex teaching and learning problems. Two high school principals report the results…

England and Wales have undergone dramatic educational reforms during the 1980s and 1990s. This paper presents findings of a study that explored three headteachers' perceptions of leadership in English and Welsh primary schools. Data were obtained through interviews, a staff questionnaire, observation, and document review. Findings indicate that…

Describes members' responsibilities within effective middle school interdisciplinary teams. States that principals are responsible for hiring, orientation, teacher empowerment, and staff development, while existing team members help new members by building a new team identity and developing collaborative relationships. Asserts that new teachers…