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Servant Leadership in Schools: Supporting Teacher Professional Growth and Efficacy
Get PDFThis capstone study identifies the important components of servant leadership and how it can have a positive effect on teachers' self-efficacy and, ultimately, students' success in a school setting. Research has shown that teachers who have a strong self-efficacy are motivated within their classrooms and implement high-level instruction that results in an increase in student success and engagement. The research presented in this capstone study shows that implementing servant leadership creates a strong, positive working environment that supports the motivation, efficacy, and professional growth of teachers. An efficacious teacher has a strong belief in their ability to create change and improve the students' learning in their classroom. They are willing to accept change and challenges and provide a successful learning experience for their students. Furthermore, educational leaders who support and enhance their staff's self-efficacy indirectly support the growth of their students and gain the support of their stakeholders. Educational leaders who implement servant leadership style do so selflessly. Servant leadership is a servant-first approach, so a servant leader is a leader who puts others first. They relinquish most of their authority, and their focus and vision is centered around improving teachers at the core and their school in its entirety. Implementing this approach in a school provides teachers with a safe, caring work environment that allows them to feel appreciated and respected for their skills and abilities. It also enhances teachers' self-efficacy and ability to improve their skills and professional knowledge and has a positive effect on students' success
Liminal Space
No full textCaring for ourselves as mental health professionals is essential to an ethical practice and the responsibility of the individual, employers as well as the learning institutions that prepare workers. It is important that practical rituals and tools that can be molded to the individual needs are available to professionals. Liminal space naturally occurs within one's workday; however, it can be intentionally carved out each day and a practice that maximizes the benefits of this space can be cultivated. Liminal space can be found in many different contexts and areas of research around the world offering a wealth of knowledge on how to integrate a focus on in our professional lives. For example, the term liminal space can most commonly be found in areas of religion and grief or bereavement work. This paper will explore how liminal space has been understood and utilized. It will review available research and resources that use liminal space even when it is grouped under the term "self-care". In the third chapter, it will provide a resource one could use when beginning their exploration of liminal spaces. Liminal space is something everyone has experienced; this paper focuses on cultivating a practice around it
The Impact of Social Media on Adolescent Populations: An In-Depth Look at Female Sexualization
No full textSocial media has become an integral part of adolescent growth and development, with sexualized social media at the forefront as an influencing factor. As adolescents engage in the content found on social media and take part in identity exploration, their mental health can be impacted. With various social media platforms marketed towards adolescent populations, and imagery focused on appearance and social acceptance, there has been an increase in negative mental health outcomes amongst this demographic. This capstone explores how sexualized social media impacts adolescent mental health, with a specific focus on body dysmorphic disorder. An informative newsletter for mental health professionals is proposed as a method to enhance their knowledge and ability to reduce the impacts of sexualized social media on adolescent mental health
Leadership for School Cultural Change that Impacts Student Achievement
No full textStudent learning and achievement are the goals of educational institutions. Within the educational context, teachers have a significant impact on student learning. The culture of a particular school will socialize teachers into behaving according to the norms of that culture. If the culture features ineffective instructional strategies, the students will have poorer outcomes. School culture impacts all involved stakeholders. Educational leaders need to understand the power of culture, and how to shape that culture in a positive manner. Culture resists change; top-down approaches generally will not work to change culture (Fullan, 2015). What is necessary to bring about change is an understanding of change management theory as it relates to the educational setting. Educational leaders need to be adept at bringing change to their organization, meaning they have to understand the forces of change at work in schools. Leaders will need to be resolute as they build trust and relationships as part of a culture around collaboration and distributed leadership. There is a need for cultural change in schools. Teachers often work in isolation, which allows ineffective practices to continue. When the culture changes, the impacts are on the students and their achievement. Changing a culture is not an easy task, nor is there any magic bullet. However, it is vital work. The principal has the chance to have as much impact on the students as the individual teacher. If the leader can create a positive culture, that culture will socialize teachers in effective teaching methods, which in turn will have an impact on the entire school
