Fostering Youth Sociopolitical Action: The Roles of Critical Reflection, Sociopolitical Efficacy, and Transformative Student Voice

Critical pedagogies often prioritize critical thinking and social awareness at the expense of preparing urban youth for social action. Though sociopolitical efficacy is argued to bridge critical reflection and social action, this relationship is undetermined. We argue that critical reflection and sociopolitical efficacy are independent predictors of sociopolitical action. We surveyed 158 high-school students and found that critical reflection and sociopolitical efficacy were positively related to sociopolitical action. Additionally, participation in transformative student voice (TSV) and classroom leadership opportunities positively influenced sociopolitical efficacy. We argue that educators and community organizers should promote leadership development and TSV activities to encourage youth sociopolitical efficacy and action.

Commanding the Class in a Foreign Tongue: The Influence of Language Proficiency and Intercultural Competence on Classroom Leadership

This article examines the influence of English language proficiency and intercultural competence on the English-medium instruction lecturer’s classroom leadership. It analyzes self-reported data obtained by three measuring scales from 188 English-medium instruction lecturers of a Chinese university. The Pearson correlational analysis indicated that there were significant positive relationships between the English-medium instruction lecturer’s classroom leadership and the two predicting factors. The multiple regression analysis suggested that both intercultural competence and English proficiency contribute much to the variance of the English-medium instruction lecturer’s classroom leadership. It was found that the lecturer’s language proficiency and intercultural communicative abilities could be two determining factors for the lecturer to deliver their disciplinary knowledge and command the class in an engaging and competent manner. The findings may provide implications for the strategic intervention of English-medium instruction educators in institutions of higher education.

Introspective Faculty Assessment of Self Leadership

This article describes a faculty self-leadership study and its impact on outcomes—extra effort, effectiveness, and satisfaction. The research questions asked faculty’s perceptions of classroom leadership—specifically whether they perceive themselves as leaders. This preliminary, small study aims to consider other avenues to improve the student learning experience and faculty performance. Faculty perception of self-leadership may account for their efforts to cultivate others effectively. The notion of faculty leading or grassroots leadership may be a paradigm shift or game-changer; the norm is that the pioneers of change, innovation, and creativity are found in administrative positions in an organization. This norm equates leadership with status, authority, and position. The concept of transformational classroom leadership is not widespread but where else can one find a better fit to integrate this concept than in teaching. What better place exists to examine its impact than the classroom? There is a need to “step outside the culture” and ask teachers how they construe a leadership role to alter higher education’s status quo.

INSTRUCTOR LEADERSHIP IN EFL CLASSROOMS AND THE OUTCOMES: THE EFFECTS OF TRANSFORMATIONAL AND TRANSACTIONAL LEADERSHIP STYLES

In this study, classroom leadership styles of English language instructors were investigated within the Full Range Leadership (FRL) framework with the purpose of determining the relationship between instructors’ leadership styles and the outcomes of leader (the instructor in the classroom context) effectiveness, students’ extra effort and student satisfaction. Classroom Leadership Instrument, a modified version of Multifactor Leadership Questionnaire, was administered to 300 students from English Language Teaching and English Language and Literature Departments at a Turkish state university. Research data were analyzed through inferential statistical tests and the results revealed that transformational leadership and active traits of transactional leadership significantly correlated with all three leadership outcomes. Consequently, the instructors with such leader characteristics appeared to be more effective teachers, whose students felt more satisfied with their teaching and displayed extra effort at a higher extent in the courses.

To the issue of raising the level of leadership activity of the class teacher

The article actualizes the problem of increasing the importance of classroom leadership in the educational activities of the school, reveals the essence of modern approaches to organizing and ensuring the educational potential of an educational institution, analyzes pedagogical actions that contribute to increasing the effectiveness of teacher-educator activities. The author introduces a complex of interconnected individual educational influences that contribute to raising the effectiveness of education. The importance of a personality-oriented approach in improving the qualifications of a teacher-educator as a factor in ensuring the successful development of an individual style of activity formed on the basis of individual characteristics is noted.

Classroom Leadership and its Relation to Job Satisfaction in Mid-School Teaching for Baghdad Governorate / Karkh III

Classroom leadership is a set of plans and actions undertaken by the teacher to ensure that classroom education is effective and efficient by providing appropriate learning conditions that enable students to learn. Job satisfaction is one of the main elements of general satisfaction, which provides the person with the necessary energy that enables him to be able to perform his work and to continue and even develop it and create it. Job satisfaction contributes to reassuring the teacher. When the teacher is satisfied with himself and his work, the intellect and activity of the mind are enthusiastic and focus their energy on their work and increase production and creativity in his work.