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Transformational Leadership Focusing on Site-Based Management
Publication: The National Montessori Reporter, vol. 17, no. 3
Gaya Kepemimpinan Transformasional Kepala Sekolah Dalam Manajemen PAUD [Principal Transformational Leadership Style in PAUD Management]
Available from: Institut Agama Kristen Negeri Manado (Indonesia)
Publication: Montessori Jurnal Pendidikan Kristen Anak Usia Dini, vol. 2, no. 2
Abstract/Notes: Kepemimpinan Kepala Sekolah Pendidikan Anak Usia Dini memiliki tantangannya sendiri dalam mengelola dan memenejerial Lembaga Pendidikan. Kompleksitas yanga dihadapi kepala sekolah dalam memimpin Lembaga Pendidikan PAUD agar semua unsur dalam lembaga dapat bersama-sama secara aktif dan optimal dalam mencapai tujuan, maka diperlukan kecakapan sebagai pemimpin dan sekaligus manajerial. Pada penelitian ini menggunakan metode analisis kepustakanan. Hasil dari penelitian ini memberikan argument bahwa gaya kepemimpin kepala sekolah yang transformasional akan lebih baik dalam mempengaruhi, menggerakkan, memotivasi semua unsur dalam lembaga pendidikan, sehingga tujuan dan visi dari lembaga pendidikan PAUD tercapai. Pendekatan gaya kepemimpinan kepala sekolah PAUD yang transformasional dapat secara bersama serta komponen-kompon sekolah menjadi Tim yang saling mendukung. The leadership of the Head of the School of Early childhood Education has its own challenges in managing and memenejerial Educational Institutions. The complexity of yanga faced the head of school in leading Educational Institutions of early childhood education so that all elements in the institution can be together actively and optimal in achieving the goals, then the necessary skills as a leader and at the same time managerial. In this study, using methods of analysis kepustakanan. The results of this study provide the argument that the style of leadership the head of the school of transformational would be better in affect, move, motivate all the elements in the educational institutions, so that the goals and vision of the institution of early childhood education achieved. The approach of the leadership style of the head of the school of early childhood education transformational can be shared as well as the components of the school to be the Team that support each other.
Outdoor Learning, A Pathway to Transformational Learning? Or Another Educational Gimmick?
Available from: Infonomics Society
Publication: International Journal for Cross-Disciplinary Subjects in Education, vol. 13, no. 1
Abstract/Notes: Outdoor learning is one of the newest terminologies and implementations of using the outdoors as a part of education. This paper provides an in-depth overview to answer the question, is outdoor learning a pathway to transformational learning or another educational gimmick? To answer this question, this paper will focus on six fundamental sections. This paper begins by highlighting the ambiguity throughout history in defining education outside the classroom, with more than 75 different terminologies used to refer to education in the outdoors. The second theme is that despite this contemporary emergence, outdoor learning has a long and varied history within education, with modern elements of outdoor learning being traced back thousands of years in indigenous cultures. Then being refined throughout the 21st century before settling on the current contemporary form of outdoor learning. The third theme of this paper looks at the benefits of outdoor learning, summarized into six critical sections. These benefits include health and wellbeing, social-emotional and cognitive development, academic and behavioral benefits, memory benefits, increased positive attitudes towards the environment, and positive teacher benefits. The fourth theme of this paper reviews the barriers and challenges to implementing outdoor learning within schooling, with four primary barriers being identified. These barriers include outdoor learning having no formal status in teachers’ educational practice, a lack of teacher confidence in their outdoor teaching expertise, difficulty in starting an outdoor learning program, and physical restraints such as school grounds and weather. The penultimate theme of this paper reviews critical considerations that must be addressed when implementing an outdoor learning program; this includes cost, student numbers, transportation, insurance, time, framework, skills, assessments, the curriculum, and training. The final theme of this paper unpacks the effects of COVID-19 on outdoor learning within all levels of schooling. Initially seen as a method to return to school by being outdoors, outdoor learning has since demonstrated to educators worldwide that it deserves to be embedded as an everyday part of education even after the pandemic subsides.
Working Together: Collaborative School Leadership Fosters a Climate of Success
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 4
Date: Fall 2005
Abstract/Notes: In Montessori schools, the best way to strengthen the climate of success by the administrators is called "transformational leadership". Leadership theorist James McGregor Burns identifies transformational leadership as a mutual belief and value system, and a commitment between a principal and teachers to focus on what works best for their school. In addition to the principal and teachers, the whole community (parents, students, staff, and neighborhood locals) is united in pursuit of higher-level goals that are common to all (Sergiovanni, 1990). In this article, the author discusses the importance of collaborative school leadership, which is necessary in dealing with the dynamically complex challenges in schools. He further emphasizes on the four components of collaborative leadership that can help school leaders accomplish what works best for their schools: (1) Helping faculty members grow in their knowledge and experience through collaborative community meetings and team meetings; (2) Putting a system in place to support the professional growth of all teachers according to their needs; (3) Having a strategic plan developed by the entire school community that declares the school's mission and creates an action plan to achieve that mission; and (4) Providing opportunities for teachers and administrators to collaborate to deal with classroom challenges. Consequently, these four opportunities support transformational leadership where leaders and teachers are united in pursuit of higher-level goals. These strategies hold great promise for helping schools improve professional practice and student achievement.
The Relations Between the Language Control Type of a Mother and 4 Years Old Children Leadership / 어머니의 언어통제유형이 만 4세 유아의 리더십에 미치는 영향
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 14, no. 2
Asia, Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Early childhood care and education, Early childhood education, East Asia, Montessori method of education, South Korea
Abstract/Notes: The present study is to find out influence that the language control type of a mother affects leadership of an children, and its purpose is to find out relations between the language control type of a mother and leadership of an children and to find out about how much the language control type affects leadership of an children. Hence, if the research results are summarized in the present research, it is as follows. First, as a result of investigating a relationship between the language control type of a mother and leadership according to a gender of children of 4 years old, it appeared that there is no statistically significant difference in all of the language control type of a mother. Also, the leadership according to a gender of children showed that a boy children is higher than a girl children in only pro-social leadership, and it appeared that a girl children is higher than a boy children in the proactivity, creativity, cognitive abilities and decision-making leadership and there was signigicant difference. Second, the results of analyzing the influence that the language control type of a mother affects leadership of an children according to a gender of an children are as follows. 1) It appeared that as the person-oriented language control type of parents of all boy and girl children is higher, the pro-social leadership of children is raised. 2) It appeared that as the imperatives language control type is higher, the proactive leadership of a boy children gets lower. It appeared that as the status-oriented and person-oriented language control types are higher, the proactive leadership of a children gets higher. It appeared that as the status-oriented language control type is higher, the proactive leadership of a girl children gets lower. It appeared that as the person-oriented language control type is higher, the proactive leadership of an children gets higher. 3) It appeared that as the person-oriented language control type of parents of all boy and girl children is higher, the creative leadership of an children gets higher. 4) It appeared that as the imperatives language control type is higher, the leadership of cognitive abilities of a boy children gets lower, and it appeared that as the person-oriented language control type is higher, the leadership of cognitive abilities of children gets higher. It appeared that as the person-oriented language control type is higher, the leadership of cognitive abilities of a girl children gets higher. 5) It appeared that as the person-oriented language control type is higher, the decision-making leadership of boy infants gets higher, and it appeared that as the imperative and status-oriented language control type is higher, the decision-making leadership of girl children gets lower. And it appeared that as the person-oriented language control type is higher, the decision-making leadership of children gets higher. Third, as a result of analyzing the influence that the language control type of a mother affects leadership of an children of 4 years old, it appeared that as the language control type of a mother gets more person-oriented, the leadership of an children is enhanced. As a result, it can be understood that the language control type of a mother has much influence on children, and first of all, when a mother use the person-oriented language rather than using the imperative and status-oriented language control, it has much influence on the leadership's lower domain of children. / 본 연구에서는 어머니의 언어통제유형이 만 4세 남, 여 유아의 리더십에 미치는 영향에 관하여 알아보았다. 연구의 대상은 유아교육기관에 재원중인 만 4세 유아 400명과 그의 어머니 400명이다. 본 연구의 결과는 다음과 같다. 첫째, 만 4세 유아 성별에 따른 어머니의 언어통제유형과 리더십은 성별에 따라 차이가 있는 것으로 나타났다. 둘째, 유아 성별에 따른 어머니의 언어통제유형이 유아리더십에 미치는 영향은 남아·여아 모두 전반적으로 어머니의 인성지향적 언어통제유형이 높을수록 리더십이 높아지는 것으로 나타났다. 셋째, 어머니의 언어통제유형이 만 4세 유아의 리더십에 미치는 영향은 어머니가 인성지향적일수록 종속변인인 리더십 5가지 하위요인에 모두 영향을 미치는 것으로 나타났다.
Doctoral Dissertation (Ph.D.)
Assessing Relationships Among Autonomy, Supportive Leadership, and Burnout in Public Elementary Teachers
Available from: ProQuest - Dissertations and Theses
Abstract/Notes: Stress and burnout among teachers are serious problems because of the negative consequences associated with them that have contributed to the current crisis in the American education system. Until the problems of teacher stress and burnout are understood and addressed, efforts to restructure American education cannot succeed. This study assessed the relationships among perceived autonomy, perceived transformational leadership style and burnout in public elementary teachers, and the moderating/mediatinginfluence of teacher orientation (Montessori and traditional) on burnout levels. An integration of Maslach’s multi-dimensional burnout theory, self-determination theory, and the theory of transformational leadership formed the theoretical foundation of the study. A nonexperimental correlational design was used with survey methodology. A convenience sample of 82 public elementary teachers were recruited via educator social media sites and professional associations. Participants completed an online survey viaSurvey Monkey. Multiple regression analyses determined strong negative relationships among the predictor variables and the three dimensions of burnout as well as the significant predictive power of the independent variables. Moderation analyses determined a significant influence of teacher orientation across these relationships. The mediation analysis determined that teaching autonomy was a significant mediator between teacher orientation and emotional exhaustion burnout. The results from this study may be used for positive social change by developing strategies to mitigate burnout in public elementary teachers, increase engagement, improve teacher retention, ultimately improving student achievement and engagement.
Published: Minneapolis, Minnesota, 2022
Master's Thesis (Action Research Report)
Community and Collaboration: The Effects of Participation in an Online Leadership Cohort on the Self-Efficacy of School Leaders
Available from: St. Catherine University
Abstract/Notes: This action research project was conducted to see if participation in an online leadership cohort would affect the self-efficacy of school leaders. Using an online platform, seven Montessori heads of schools from the United States gathered to discuss topics of greatest importance to them. The schools represented were public, private, non-profit, proprietary and charter. The heads of schools ranged in experience from 3 to 33 years. They met once a week, for four weeks, for an hour each session to discuss four topics most relevant to the group, as determined by their suggestions. Data was collected using pre and post intervention self-assessments and surveys, as well as field notes, observation records, and tally sheets taken during the four leadership cohort sessions. The researcher facilitated the group and guided the conversations with prompts and continued questions. The heads of school asked questions of each other, offered answers, and shared resources. The intervention was shown to increase the self-efficacy of some participants, decrease the self-efficacy of some participants, and not affect the self-efficacy of others. However, the participants all reported feelings of gratitude for the opportunity to come together, citing community and collaboration as the most positive rewards.
Published: St. Paul, Minnesota, 2020
Master's Thesis (Action Research Report)
The Effects of Purposeful Work, Structured Play, and Leadership Meetings on Aggressive and Destructive Behaviors
Available from: St. Catherine University
Abstract/Notes: The purpose of this research was to examine whether purposeful work, structured play, and student led leadership meetings would decrease aggressive and destructive behaviors occurring in a school’s outdoor spaces. This study incorporated student leadership meetings, structured games, and outdoor purposeful works. This seven-week study involved 30 children between the ages of 2.5 and six years in a private Montessori school in a suburban area. An analysis of results revealed that when new purposeful works were introduced aggressive behaviors would temporarily increase, then decrease for a two to three week period of time, and eventually return to the starting level.
Published: St. Paul, Minnesota, 2016
Publication: AMI/USA News, vol. 23, no. 1
Date: Jan 2010
Pages: 1, 8–9
Montessori Leadership: History, Context and a Collective Vision for the Future
Available from: MINDS@UW River Falls
Abstract/Notes: The sustainable development of the Montessori Method of education throughout times of change demands strong and transparent leadership. This research examined the historical perspectives and the context of the American Montessori Society Living Legacy leadership paths as well as interviews with living legacy recipients. Analysis of narratives of experience revealed how the collective visions of Montessori leaders thematically intersect with the sustainability and growth of Montessori education and future Montessori leaders.
Published: River Falls, Wisconsin, 2017