|The objective and activities that align||1. The trainees should understand and be able to articulate transformational leadership theory. Nobody should have an issue distinguishing this leadership style from others, or remarking on its educational usefulness. |
2. The trainees should be able to elaborate and write curricula and prepare lessons based on transformational leadership principles, as well as how these concepts can be applied to structuring activities in the classroom.
3. Each member should be able to organize a lesson in the specifically determined topic in such a manner that all students have opportunities for self-actualization and self-improvement that are not limited to higher marks.
|Materials needed for achieving the objectives||Since the theory of transformational leadership is an essential point to convey to trainees, publications on the subject should be the foundation for practical exercises. Role modeling guidelines, brainstorms, quizzes, and other resources to arrange work in pairs and groups should be included in the scope of educational content. International resources on both the theory and practice of transformational leadership, mainly in education, such as articles, reports, or case studies, should be encompassed by the program. Furthermore, participants should anticipate the presence of English learners in the classroom when selecting communication methods and techniques.|
|What the participants will do specifically||The professional development program for teachers consists of the following notions: |
1. Introduction to the course, its objectives, scope of activities, and educational materials: 30 minutes.
2. Lecture dedicated to transformational leadership theory and its implications and features: 1 hour.
3. Teamwork activity that includes role modeling, brainstorms, and group workshops: 1 hour.
In terms of the subsequent training days, it is feasible to state the following classes should encompass various quizzes in order to ensure the repetition and consolidation of knowledge.
To be future-oriented and properly educate students for integration into a society, education must include a range of factors. In the framework of current society’s ideals, teaching strategies enable students to develop their abilities and compensate for their inadequacies. This is a kind of transformative leadership, and the instructors must learn the fundamentals of it. The major goal of the training is to explain these to the participants in order to give them with more effective curriculum design tools.
Transformational Leadership Theory Application
Leadership methodologies are competing views that attempt to analyze how and why people become leaders. The capacity of an individual, institution or organization to guide people, groups, or companies toward the achievement of purposes and objectives is referred to as leadership. Leadership has been highlighted as an especially successful strategy for supporting wellness during times of disturbance and transition in the past (Turner, 2022). In order to guarantee the efficient and effective implementation of the professional development training program for teachers, it is obligatory to examine the notions of the transformational leadership model. This model is a fundamental component in leadership studies that aids educators in grasping the concept’s basics (Siangchokyoo et al., 2020). Transformational leadership theory is becoming recognized as having considerable possibilities for coaching studies and mental development (Turnnidge & Côté, 2018). This model is a management paradigm in which a leader works with groups or adherents to determine necessary changes, then creates a vision to steer the transformation via influence and enthusiasm (Kwan, 2020). In fact, teachers, the trainees in the professional development course, should pay attention to the conceptions of leadership as an important factor in interactions.
Curricula Elaboration and Modification
Curriculum often refers to the information and abilities that students are supposed to gain, based on how widely educators interpret or utilize the phrase. The lessons and learning materials presented in a school or in a specialized course or program are known as curriculum (Anspal et al., 2019). Furthermore, it is the most essential component of overall education since it serves as a guide to achieving targeted instruction (Karakus, 2021). Teachers typically construct their own curricula, revising and enhancing them over time, but they sometimes adapt courses and syllabi established by other instructors, as well as using curriculum patterns and guidelines. It is crucial to emphasize that, while curriculum can refer to a wide range of educational and pedagogical methods, educators frequently use the concept in a specific and technical sense. In general, instructors devote a significant amount of time to elaborating, researching, discussing, and evaluating curriculum, and they can become advanced to the level of curriculum development expert. Curriculum is one of the core parts of successful schooling and coaching, and it is frequently the target of reforms, the majority of which aim to impose or promote curricular conformity.
Concerning the activities and objectives of the professional development program for teachers, it is feasible to state that, according to the proven importance of curricula development, trainees will dedicate substantial effort to examining this sphere. Utilizing internationally recognized and approved knowledge included in various manuals, books, articles, and reports, teachers will obtain an opportunity to elicit the most successful curriculum elaboration and modification techniques. Thus, teachers will be able to develop and design curriculum and prepare lessons based on transformational leadership ideas, as well as how to apply these concepts to organizing classroom activities.
Self-Actualization and Self-Development
The professional development methodology for teachers and instructors emphasizes educational procedures and processes in terms of self-actualization and self-development in students. The entire fulfillment of one’s potential, as well as the overall development of one’s talents and respect for life, is known as self-actualization. It is the ultimate stage of psychological growth, once fundamental physiological and ego demands have been met, when one’s entire capacity is reached. Diversified education and learning practices have been shown to be successful in addressing and fostering students’ unique talents and potentials (Aljaser, 2019). Differentiated education created an environment in which children may build self-confidence and self-actualization (Aljaser, 2019). Student development and improvement theories are primarily concerned with the growth and transformation that occurs in students when they pursue various forms of education (Ballo, 2019). Considering the training program for teachers, trainees will learn how to organize a lesson in a certain field in a way that all students have opportunities for self-actualization and self-improvement.
Teachers, as trainees in a professional development course, should pay close attention to leadership concepts as a key aspect in interactions. Based on how widely educators understand or use the terminology, curriculum frequently refers to the information and abilities that students are meant to achieve. Curriculum is one of the most important aspects of successful schooling and coaching, and it is usually the focus of changes aimed at imposing or promoting curricular uniformity. Teachers will be able to create and construct curricula and lessons based on transformational leadership principles, as well as how to apply these concepts to classroom activities. Teachers will learn how to plan a lesson in a tangible sphere so that all students have possibilities for self-actualization and self-improvement as part of the teacher training program.
Aljaser, A. (2019). Examining the implications of differentiated instruction for high school students’ self-actualization. International Journal of Education and Practice, 7(3), 184-199. Web.
Anspal, T., Leijen, Ä., & Löfström, E. (2019). Tensions and the teacher’s role in student teacher identity development in primary and subject teacher curricula. Scandinavian Journal of Educational Research, 63(5), 679-695. Web.
Ballo, A., Mathies, C., & Weimer, L. (2019). Applying student development theories: Enhancing international student academic success and integration. Journal of Comparative & International Higher Education, 11, 18-24. Web.
Karakus, G. (2021). A literary review on curriculum implementation problems. Shanlax International Journal of Education, 9(3), 201-220. Web.
Kwan, P. (2020). Is transformational leadership theory passé? Revisiting the integrative effect of instructional leadership and transformational leadership on student outcomes. Educational Administration Quarterly, 56(2), 321-349. Web.
Siangchokyoo, N., Klinger, R. L., & Campion, E. D. (2020). Follower transformation as the linchpin of transformational leadership theory: A systematic review and future research agenda. The Leadership Quarterly, 31(1), 101341. Web.
Turner, K. (2022). Servant leadership to support wellbeing in higher education teaching. Journal of Further and Higher Education, 1-12. Web.
Turnnidge, J., & Côté, J. (2018). Applying transformational leadership theory to coaching research in youth sport: A systematic literature review. International Journal of Sport and Exercise Psychology, 16(3), 327-342. Web.