Teacher Managerial Leadership for Improving School and Classroom Quality

Abstract

Most of teachers  have been working in the negative conditions in the classroom within the school preventing them implementing educational reform and doing good teaching and learning  for all students. Since the early day of the one classroom school house  up to the present day of the multiple classrooms school house they have been  working individually isolated physically from another fellow teacher. The ideal school and classroom quality  for all students could be far away yet. In addition, formal school organization  limits teacher to think freely during they  encounter classroom problems due to bureaucratic regulations and  external tight supervision. Rationalistic thinking and actions neglecting the possible impact of the dynamic local contexts the school and the classroom  have been the modal pattern of teaching conducts  and give raise to  the failures of  the majority of schools and students. These have been called  the mechanistic and structural ways  dealing with day to day educational problems imposed from external power. Some developed nations have been  extending the roles of  leadership to teachers within and beyond the classroom context based on research findings that teacher leadership  benefits for the school, the teachers, the  classroom, the students, and the school communities. This short paper would  propose the need for teachers to assume roles as leader as well as manager to improve the quality of the school and its classroom for all students. Every teacher has to lead  teaching and learning system with its dynamic and to manage the arrays processes the  teaching and learning system. Every teacher individually as well as collectively  has to be working collaboratively to build good quality education  using  broad based educational partnership, networking, capacity building, empowering all, developing  smart thinking, exploring the power of culture, religious values and the spiritual power of the community,

Key words: teacher managerial leadership, limit of bureaucratic school organization,  teacher leadership roles