Profile of Teacher Leaders in an Indonesian School Context: How the Teachers Perceive Themselves
Main Article Content
Abstract
Teacher leaders play an important role in advancing learning in schools. However, this theme is under researched, particularly in the Indonesian school context. This study investigated how Indonesian teachers rate themselves as being teacher leaders using the Teacher Leadership Self-Assessment (TLSA) instrument with a quantitative approach. The data was collected from 3,564 teachers from Lampung Province, Indonesia, with a cross-sectional method using an online platform. The collected data was analysed using the Rasch Analysis approach and showed good reliability and validity for the TLSA instrument as well as the Indonesian data. The findings showed that Indonesian teachers perceived themselves as having high levels of teacher leadership, but at the same time, the behaviours under the construct of communication were rarely engaged in and was thus identified as an area for improvement. Meanwhile, in terms of perceiving themselves as teacher leaders, the senior teachers, and those with more working experience were more significantly different in many constructs compared to the other demographic variables. The implications of this study suggest that there is still room to enhance teacher leadership by identifying the constructs and considering the teachers’ demographic variables.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Andrich, D., & Marais, I. (2019). A course in Rasch measurement theory, measuring in the educational, social and health sciences. Springer. https://doi.org/10.1007/978-981-13-7496-8
Angelle, P. S., & DeHart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NASSP Bulletin, 95(2), 141–160. https://doi.org/10.1177/0192636511415397
Angelle, P. S., & DeHart, C. A. (2016). Comparison and evaluation of four models of teacher leadership. Research in Educational Administration and Leadership, 1(1), 85–118. https://doi.org/10.30828/real/2016.1.4
Aziz, M. R., Andriani, D. E., & Suharyadi, A. (2020). Indonesian teacher leadership practices [Paper presentation]. 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). https://doi.org/10.2991/assehr.k.201221.030
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership. Psychology Press. https://doi.org/10.4324/9781410617095
Baum, A. C., & King, M. A. (2006). Creating a climate of self-awareness in early childhood teacher preparation programs. Early Childhood Education Journal, 33, 217–222. https://doi.org/10.1007/s10643-005-0050-2
Beauchamp, M. R., Barling, J., Li, Z., Morton, K. L., Keith, S. E., & Zumbo, B. D. (2010). Development and psychometric properties of the transformational teaching questionnaire. Journal of Health Psychology, 15(8), 1123–1134. https://doi.org/10.1177/1359105310364175
Bedell-Avers, K. E., Hunter, S. T., & Mumford, M. D. (2008). Conditions of problem solving and the performance of charismatic, ideological, and pragmatic leaders: A comparative experimental study. The Leadership Quarterly, 19(1), 89–106. https://doi.org/10.1016/j.leaqua.2007.12.006
Berry, B. (2019). Teacher leadership: Prospects and promises. Phi Delta Kappan, 100(7), 49–55. https://doi.org/10.1177/0031721719841339
Bond, T., & Fox, C. (2015). Applying the Rasch model. Routledge, Taylor & Francis Group. https://doi.org/10.4324/9781315814698
Bond, T., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences. Routledge. https://doi.org/10.4324/9780429030499
Cejovic, V. (2011). Student organizational skills and motivation: What’s the connection? [Doctoral dissertation, Loyola University Chicago].
Cosenza, M. N. (2015). Defining teacher leadership: Affirming the teacher leader model standards. Issues in Teacher Education, 24(2), 79–99.
Dikdasmen. (2023). Direktorat jenderal pendidikan anak usia dini, pendidikan dasar dan pendidikan menengah Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi [Basic education data directorate general of early childhood education, basic education and secondary education Ministry of Education, Culture, Research and Technology]. Dikdasmen. Retrieved 2 January from https://dapo.kemdikbud.go.id/guru/1/120000
Fairman, J. C., & Mackenzie, S. V. (2012). Spheres of teacher leadership action for learning. Professional Development in Education, 38(2), 229–246. https://doi.org/10.1080/19415257.2012.657865
Fullan, M. (2015). The new meaning of educational change. Teachers College Press. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Hallinger, P., & Kovačević, J. (2019). A bibliometric review of research on educational administration: Science mapping the literature, 1960 to 2018. Review of Educational Research, 89(3), 335–369. https://doi.org/10.3102/0034654319830380
Hariri, H., & Sumintono, B. (2020). Teacher commitment to teaching. In Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.697
Harris, A., & Jones, M. (2019). Teacher leadership and educational change (Vol. 39). Taylor & Francis. https://doi.org/10.1080/13632434.2019.1574964
Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Sage.
Jawas, U. (2017). The influence of socio-cultural factors on leadership practices for instructional improvement in Indonesian schools. School Leadership & Management, 37(5), 500–519. https://doi.org/10.1080/13632434.2017.1366440
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press.
Kök, A. G., & Fisher, M. L. (2007). Demand estimation and assortment optimization under substitution: Methodology and application. Operations Research, 55(6), 1001–1021. https://doi.org/10.1287/opre.1070.0409
Kullan, S., & Mansor, M. (2020). Relationship between the practices of learning organization and teacher leadership at indigenous primary schools of Kuala Langat District, Selangor, Malaysia. Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan, 2(2), 148–158. https://doi.org/10.21831/jump.v2i2.34345
Kullan, S., Mansor, M., & Ishak, R. (2021). Teacher leadership in indigenous primary schools, Negeri Sembilan: Kepimpinan guru di sekolah kebangsaan asli, Negeri Sembilan [Teacher leadership in an indigenous primary school, Negeri Sembilan: Teacher leadership in an indigenous primary school, Negeri Sembilan]. Management Research Journal, 10, 40–51.
Leithwood, K., & Riehl, C. (2003). What we know about Successful School Leadership. National College for School Leadership, Nottingham.
Li, L., & Liu, Y. (2022). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 42(4), 661–678. https://doi.org/10.1080/02188791.2020.1806036
Manito, A. J. (2021). Characterizing proficient teachers as teacher-leaders in a public secondary school of Leyte Division. ScienceOpen Preprints. https://doi.org/10.14293/S2199-1006.1.SOR-.PPPQQKT.v1
Mansor, M., Yunus, J. N., & Kho, F. (2020). The development of teacher leadership inventory in Malaysian educational context. In P. Isaias, D. G. Sampson, & D. Ifenthaler (Eds.), Technology supported innovations in school education (pp. 195–211). Springer Nature. https://doi.org/10.1007/978-3-030-48194-0_11
Mowdy, L. (2015). A multiple-comparative case study of the classroom behaviors of teacher leaders and non-teacher leaders. Northcentral University.
Mulyana, N. (2017). The relationship between teacher leadership style in increasing physical education learning motivation in elementary school students [The relationship between teacher leadership style in increasing physical education learning motivation in elementary school students]. Jurnal Pendidikan Jasmani dan Olahraga, 2(1), 41–47. https://doi.org/10.17509/jpjo.v2i1.6399
Nguyen, D., Harris, A., & Ng, D. (2020). A review of the empirical research on teacher leadership (2003–2017) Evidence, patterns and implications. Journal of Educational Administration, 58(1), 60–80. https://doi.org/10.1108/JEA-02-2018-0023
Northouse, P. (2018). Interactive: Leadership: Theory and practice interactive eBook. SAGE publications.
Printy, S. M. (2008). Leadership for teacher learning: A community of practice perspective. Educational Administration Quarterly, 44(2), 187–226. https://doi.org/10.1177/0013161X07312958
Rahayu, R., & Susanto, R. (2018). Pengaruh kepemimpinan guru dan keterampilan manajemen kelas terhadap perilaku belajar siswa kelas IV. Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar, 4(2), 220–229. https://doi.org/10.31932/jpdp.v4i2.178
Romly, M. N. A., & Ishak, R. (2021). Amalan organisasi pembelajaran dan hubungannya dengan kepimpinan guru sekolah pedalaman (P1 & P2) Daerah Batang Padang, Perak [Practices of learning organizations and their relationship to remote area school teacher leadership (P1 & P2) Daerah Batang Padang, Perak]. JuPiDi: Jurnal Kepimpinan Pendidikan, 8(2), 13–24.
Sari, S., & Hendro, O. (2017). Pengaruh kreativitas, komunikasi, dan kepemimpinan guru terhadap prestasi belajar siswa pada SMP Negeri di Kecamatan Ilir Timur II Palembang. Jurnal Ecoment Global: Kajian Bisnis dan Manajemen, 2(1), 74–87. https://doi.org/10.35908/jeg.v2i1.216
Sawalhi, R., & Chaaban, Y. (2022). Student teachers’ perspectives towards teacher leadership. International Journal of Leadership in Education, 25(4), 586–602. https://doi.org/10.1080/13603124.2019.1666430
Schott, C., van Roekel, H., & Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31, 100352. https://doi.org/10.1016/j.edurev.2020.100352
Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357. https://doi.org/10.1016/j.edurev.2020.100357
Singh, A., Yager, S. O., Yutakom, N., Yager, R. E., & Ali, M. M. (2012). Constructivist teaching practices used by five teacher leaders for the Iowa Chautauqua Professional Development Program. International Journal of Environmental and Science Education, 7(2), 197–216.
Smith, C. (2023). Development and application of the Social Justice Teacher Leader Self-Assessment (SJTLSA) instrument. International Journal of Leadership in Education, 26(1), 147–171. https://doi.org/10.1080/13603124.2020.1808707
Sumintono, B., Hariri, H., & Kusumaputri, E.S. (2023). School leadership and Indonesian culture: Revealing the local knowledge development in Post New Order Indonesia. In P. Liu, & L. M. Thien (Eds.) Educational leadership and Asian culture, implications for culturally sensitive leadership practice (pp. 149–169). Routledge. https://doi.org/10.4324/9781003268055-9
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358. https://doi.org/10.1023/A:1026131715856
Tsai, K. C. (2017). Development of the teacher leadership style scale. Social Behavior and Personality: An International Journal, 45(3), 477–490. https://doi.org/10.2224/sbp.5751
Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134– 171. https://doi.org/10.3102/0034654316653478
Widhiarso, W., & Sumintono, B. (2016). Examining response aberrance as a cause of outliers in statistical analysis. Personality and Individual Differences, 98, 11–15. https://doi.org/10.1016/j.paid.2016.03.099
Wills, A. (2015). A case study of teacher leadership at an elementary school [Thesis, Sacred Heart University]. http://digitalcommons.sacredheart.edu/edl/6
Yaacob, W. S. W., & Don, Y. (2018). Teacher leadership model: Roles and values. Journal of Pedagogical Research, 2(2), 112–121.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102/00346543074003255
Yusof, H., Antisan, H., Noor, M. A. M., & Mansor, M. (2020). Teacher leadership and its relationship with high school students’ performance in Malaysia. International Journal of Academic Research in Business & Social Sciences, 10(10), 243–259. https://doi.org/10.6007/IJARBSS/v10-i10/7742