An Emerging Leadership Model for Millennial Educators
DOI:
https://doi.org/10.47134/ijsl.v4i1.223Keywords:
Generational Leadership Practices, Leadership Model, Millennial Educators, School-Based ManagementAbstract
The study unveiled perceptions of school leaders and their expectations of millennial educators in terms of Drivers, Fit, Leadership Style and Culture, and Unconscious Biases with the endview of discovering an emerging leadership model for millennial educators. This employed explanatory-sequential design with two-phased, mixed-method approach. Results revealed that Drivers, Fit, Leadership Style and Culture, and Unconscious Biases and other leadership principles, school heads’ consideration of these domains lead to better commitment and performance of their leadership roles, while millennial teachers’ expectations of their school head’s role can guide current and aspiring school heads in managing a growing millennial generation of educators. Hereafter, six key elements appeared include Professional Instigation, Personal Provocation, Leadership Direction, Cultural Condition, Self-Predilection, and Organizational Acclimation. These emerging leadership principles upheld by millennial educators may be considered priorities of Professional Development Programs across all levels.
Downloads
References
Agustina, M., Kristiawan, M., & Tobari, T. (2020). The influence of principal’s leadership and school’s climate on the work productivity of vocational pharmacy teachers in Indonesia. International Journal of Educational Review, 3(1), 63–76. https://doi.org/10.33369/ijer.v3i1.11858.
Amanchukwu, R. N., Stanly, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles and styles and their relevance to educational management. Management, Scientific and Academic Publishing, 5(1), 6–14. doi:10.5923/j.mm.20150501.02.
Arrieta, G. S. . (2021). Curriculum Evaluation: Inputs for Principal’s Instructional Leadership. International Journal of Social Learning (IJSL), 1(2), 147–162. https://doi.org/10.47134/ijsl.v1i2.45.
Aydogdu, E., & Sever, M. (2020). Principalship in building shared meanings in school Okulda Ortak Anlamlarin Insasinda Müdürlük. Educational Administration: Theory & Practice Vol. 26. https://doi.org/10.14527/kuey.2020.002.
Barber, N. (2014). Administration and leadership: Focus on the process and results will follow. Eutopia: George Lucas Educational Foundation.
Bouchamma, Y., April, D., & Basque, M. (2018). How to establish and develop communities of practice to better collaborate. Canadian Journal of Educational Administration and Policy, 91–105. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1197558.pdf.
Buchanan, J., Henig, E., & Henig, M. (2014). Objectivity and subjectivity in the decision making process. Annals of Operations Research, 80(1–4), 333–345. https://doi.org/10.1023/A.
Buffalo, M., Heinzmann, J., Baete, D., Blindman, K., Bordeaux, S., Frederick, A., Garrison, E., Greensky, C., Larsen, H., Kjerland, T., & Owl, V.G. (2019). Not a one-size-fits-all approach: Building tribal infrastructure for research through CRCAIH. Am Indian Alsk Native Ment Health Res. 26 (2): 42–70. doi: 10.5820/aian.2602.2019.42
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). California. SAGE Publications, Inc.
Day, C. (2007). What Being a Successful Principal Really Means. Educational Leadership and Administration, 19, 13–25. Retrieved from http://myfirstwikipage.wiki.westga.edu/file/view/ResearchsourceLeadershipSuccesssfulPrincipal.pdf/349262066/ResearchsourceLeadershipSuccesssfulPrincipal.pdf.
Dayanandan, R. (2013). Good Governance Practice for Better Performance of Community Organizations–Myths and Realities. Journal of Power, Politics & Governance, 1(1), 11-26. Retrieved from: http://jppgnet.com/journals/jppg/Vol_1_No_1_December_2013/2.pdf.
Dharani, B. (2021). At the intersection of happiness and contentment at work. The Routledge Companion to Happiness at Work (pp. 61–75). New York: Routledge. Retrieved from: https://www.researchgate.net/publication/346005119.
Dee, K. (2022). With position come responsibility. Eagle Professional Resources, Inc. Canada. Retrieved from: https://ph.linkedin.com/company/eaglestaffing.
Elyashiv, R. A. (2019). School and District Leaders Talk about Teacher Attrition. Journal of Curriculum and Teaching, 8(3), 160. https://doi.org/10.5430/jct.v8n3p160.
Falqueza, J. F., Sadsad, J. M., & Queaño, R. M. R. (2021). TEA Governance Practices of Public School Heads in Schools Divison of Lucena City: Basis for Intervention Scheme. International Journal of Research in Engineering, Science, and Management. 4(8), 105–109. Retrieved from: https://journals.resaim.com/ijresm/article/download/1190/1138.
Freeman, G. G., & Randolph, I. (2013). Leadership strategies for maintaining success in a rural school district. International Journal for Leadership in Learning, 1(1), (7-11). Retrieved from: https://files.eric.ed.gov/fulltext/EJ1033193.pdf.
Galang, A. D. . (2021). Teachers’ Critical Reflections on the New Normal Philippine Education Issues: Inputs on Curriculum and Instruction Development. International Journal of Social Learning (IJSL), 1(3), 236–249. https://doi.org/10.47134/ijsl.v1i3.43.
Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433-444. doi:10.3102/0013189X13510020.
Hammond, Z. (2015). Culturally responsive teaching & the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. CA: Corwin Press.
Hogan Assessment Systems (2016). Values: core values and motivators for leadership roles. Leadership Forecast Series. Retrieved from: https://www.hoganassessments.com/products/leadership-forecast-series/.
Holm, A. S., & Lundström, U. (2011). “Living with Market Forces” Principals’ Perceptions of Market Competition in Swedish Upper Secondary School Education. Education Inquiry, 2(4), 601–617. https://doi.org/10.3402/edui.v2i4.22002.
Hughes, T. (2019). Mentoring school leaders through cultural conflict. Research in Educational Administration and Leadership, 4(3 Special Issue), 591–622. https://doi.org/10.30828/real/2019.3.6.
Jordan, W. J. (2010). Defining equity: Multiple perspectives to analyzing the performance of diverse learners. Review of Research in Education, 34(1), 142–178. https://doi.org/10.3102/0091732X09352898.
Ladd, H. F. (2011). Teachers’ perceptions of their working conditions: How predictive of planned and actual teacher movement? Educational Evaluation and Policy Analysis, 33(2), 253-261. https://doi.org/10.3102%2F0162373711398128.
Macadatar, A. P. (2020). Six Leadership Qualities to Improve School Management. Department of Education CARAGA Region. Retrieved from: https://caraga.deped.gov.ph/six-leadership-qualities-to-improve-school-management/.
Medallon, M. (2020). Determinants of Millennial Employee Retention in Selected Philippine Workplaces. LPU-Laguna Journal of Multidisciplinary Research Vol. 4 No. 1 October 2020. Retrieved from: https://lpulaguna.edu.ph/wp-content/uploads/2021/09/6.-Medallon_Millennial-Employee-Retention.pdf.
Miasco, M. (2017). Millennial learners’ a challenge in making classes interesting, relevant. The Freeman, Philippine Star. Retrieved from; https://www.philstar.com/the-freeman/cebu-news/2017/10/05/1746040/millennial-learners-challenge-making-classes-interesting-relevant.
Militello, M., & Rallis, S. (2009). From Training Great Principals to Preparing Principals for Practice. International Journal of Educational Leadership Preparation, 4(2), 1–9. Retrievedfromhttp://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1070227&site=ehost-live.
Mizell, H. (2010). Why professional development matters? USA: Learning Forward Publishing.
Muslim, Warto, & Djono. (2021). Fostering Diversity Values Through Learning The History of The National Movement in Senior High Schools. International Journal of Social Learning (IJSL) , 1 (2), 190–204. https://doi.org/10.47134/ijsl.v1i2.20.
Nasreen, A., & Odhiambo, G. (2018). The continuous professional development of school principals: Current practices in Pakistan. Bulletin of Education and Research, 40(1), 245–266. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1209698.pdf.
Nooruddin, S., & Bhamani, S. (2019). Engagement of School Leadership in Teachers’ Continuous Professional Development: A Case Study. Journal of Education and Educational Development, 6(1), 95–110. https://doi.org/10.22555/joeed.v6i1.1549.
Pont, B., Nusche, D., & Moorman, H. (2010). Improving School Leadership: Policy and Practice. Improving School Leadership (Vol. 1). Paris, France: OECD Publishing. https://doi.org/10.1787/9789264082915-et.
Rehman, A. (2019). School Heads’ Perceptions About Their Leadership Styles, Journal of Education and Educational Development 6(1), 138–153. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1216760.pdf.
Sande, B. (2019). Collaborative Continuous Improvement Practices, International Journal for Talent Development and Creativity 7(1), 79–90. Retrieve from: https://files.eric.ed.gov/fulltext/EJ1297225.pdf.
Serin, H., & Akkaya, A. (2020). The Relationship Between School Principals’ Perceived Transformational Leadership Behavior and Teachers’ Motivation. International Education Studies, 13(10), 70. https://doi.org/10.5539/ies.v13n10p70.
Shava, G. N., Heystek, J., & Chasara, T. (2021). Instructional Leadership: Its Role in Sustaining School Improvement in South African Schools. International Journal of Social Learning (IJSL), 1(2), 117–134. https://doi.org/10.47134/ijsl.v1i2.51.
Simbre, A. P., Palad, I. A., & Salazar, C. A. (2021). How Protected are Teachers and School Personnel?: Critical Analysis of The Teacher Protection Act (Senate Bill 956). International Journal of Social Learning (IJSL), 1(3), 333–355. https://doi.org/10.47134/ijsl.v1i3.36.
Sodusta, D. J. P., & De Leon, R. C. A. (2019). Teaching in Disadvantaged Schools: A Cross-Cultural Exploration of Millennial American and Filipino Teachers. Research, Society and Development, 8(11), e418111386. https://doi.org/10.33448/rsd-v8i11.1386.
Swaffield, S., & MacBeath, J. (2013). Deliberating on school leadership in post-conflict contexts: A Ghanaian Snapshot. International Congress for School Effectiveness and Improvement -ICSEI. Santiago, Chile. 2nd -6th January, 2013, Retrieved from http://www.educ.cam.ac.uk/centres/archive/cce/ publications/Swaffield_ ICSEI2013.pdf.
Tosh, K., & Doss, C. J. (2020). Perceptions of school leadership: Implications for principal effectiveness. USA: RAND American Educator Panels.
Vikaraman, S. S., Mansor, A. N., Yusoff, M., Nor, M., & Salwana, B. (2021). Ethical Leadership Practices and Trust Among Public School Leaders in Malaysia. Asian Journal of University Education, 17(3). Retrieved from https://doi.org/10.24191/ajue.v17i3.14509.
Walker, A. (2019). The Impact of Principals’ Work on Their Well-Being. Canadian Journal of Educational Administration and Policy, (190), 57–63. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1223921.pdf.
Whitaker, T. (2012). What great principals do differently: 18 things that matter most (2nd ed.) Eye on Education. Larchmont, NY. Retrieved from: https://eric.ed.gov/?id=ED530517.
Yilmaz, F., & Ilhan, M. (2017). Who are teachers? A study of identity hierarchy. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1384638.
