Indian Journal of Science and Technology
Year: 2017, Volume: 10, Issue: 44, Pages: 1-15
Ravinder Rena1* and Berhane Aradom Tedla2
1NWU School of Business and Governance, North-West University, Mahikeng Campus, Republic of South Africa; [email protected] 2Department of Educational Administration, Faculty of Education, Eritrea Institute of Technology, Mai-Nefhi, Eritrea; [email protected]
*Author For Correspondence
NWU School of Business and Governance, North-West University, Mahikeng Campus, Republic of South Africa; [email protected]
Purpose and Objectives: The main purpose and objective of the study was to examine the teachers and educational leadership in organizational change in Eritrean context. It further explores and makes understanding the teacher leadership in relation to school effectiveness and improvement. The paper also identifies and investigates the current situation and inherent issues regarding teacher leadership in Eritrea. Methods: This research study was based on a positivist approach as the philosophy of the study. Using qualitative method in collecting and analysing the data, from different schools in the Central Region of Eritrea. The researchers employed an open-ended questionnaire and a focus group discussion to gather data, and thereby explore the condition, nature, and importance of teacher leadership. In doing so, the researchers selected 97 teachers randomly from a total of 150 teachers to complete open-ended questionnaires. Findings: This research study confirms the existence of a relationship between teachers’ leadership and the top management at the Department of Education has been strained over a period of time. The ground level is not yet prepared or well-organized to treat teachers as leaders. The participants reported that teachers are primarily restricted merely to the role of information transmission without participating in curriculum development and roles of greater responsibility outside of the classroom environment. The findings further revealed that the Government plays a dominant role in school leadership and decision making process at all levels that eventually demotivates teachers’ leadership. Application/Improvements: The research findings entail that it is important the Government of Eritrea makes an effort to develop a transparent and pro-active teacher leadership policy which can motivate and retain some of the committed teacher leaders who have the ability and enthusiasm to make a positive contribution in the educational development of the country. The study therefore provides some policy implications for the effective and efficient leadership management in education sector development.
Keywords: Educational Leadership, Educational Reform Policy, Eritrea, Organizational Change Development, Teacher Leadership Development
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