School Leadership’s Relation to Teachers’ Use of Critical Thinking as An Instructional Strategy (Published)
The purpose of this case study is to investigate the educational practices that school leadership, more specifically teacher leadership in a Colorado high-achieving elementary school, utilized to promote student talk as an active learning strategy. Sampling process was based primarily on three criteria: 1. An elementary school sustained high academic achievement; 2. The student population in the elementary school has high low socioeconomic status (SES); and 3. The teachers in the elementary school utilized different form of critical thinking as an instructional strategy to promote teaching and learning effectiveness. The researchers used the report from the Colorado Department of Education (CDE), which indicated five the high-achieving schools with high low SES population in the state of Colorado. Eventually, one school accepted the invitation for this research and the researchers arranged one-on-one interviews with seven teacher leaders. The results from this case study indicated that “student talk” is an effective instructional strategy used in the classroom to increase student engagement in the learning process and eventually promote student school success. This study provided some implications for policy makers, administrators, and educators to assist in the implementation of critical thinking as an instructional strategy that supports student achievement.
The present study has tried to explore the teaching effectiveness of school teachers with different levels of emotional maturity. A representative sample of 300 (150 male and 150 female) teachers from urban and rural secondary schools of two districts in Haryana was randomly selected. Teaching effectiveness Scale by Kumar & Mutha (1974) and Emotional Maturity Scale by Singh & Bhargava (2012) was used to access teaching effectiveness and emotional maturity of secondary school teachers. The study revealed that significant difference found in teaching effectiveness of secondary school male teachers with extreme emotional maturity and extreme emotional immaturity. Similar results were found out for female teachers, urban teachers and rural teachers. Significant difference was found in teaching effectiveness of secondary school female teachers with extreme emotional maturity and moderate emotional maturity. However results were reversed for male teachers, urban teachers and rural teachers with same levels of maturity. Significant difference was found in teaching effectiveness of secondary school male teachers with moderate emotional maturity and emotional immaturity. Results were reversed for female teachers, urban teachers and rural teachers with same levels of maturity.