Educational Leadership: Personal Growth for Professional - download pdf or read online

By Harry Tomlinson

ISBN-10: 0761967761

ISBN-13: 9780761967767

ISBN-10: 076196777X

ISBN-13: 9780761967774

ISBN-10: 1847877192

ISBN-13: 9781847877192

The hot profession for lecturers that's presently constructing, encourages accountability for self-development. the training wanted for this new occupation specializes in own advantage, which make academics powerful. This booklet outlines character and identification, motivation and gift thoughts, the feelings of management and the values and ethics which underpin expert integrity. utilizing a realistic yet evidence-based technique, the writer outlines the right way to improve creativity, assertiveness and emotional intelligence utilizing thoughts akin to neuro-linguistic programming to version excellence. the writer indicates how lecturers can use paintings on powerful humans to strengthen their very own functionality and

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Additional info for Educational Leadership: Personal Growth for Professional Development (Published in association with the British Educational Leadership and Management Society)

Sample text

Gender differences in emotional intelligence are important with the feminization of the teaching profession, and the stereotypical assumption that women will have greater emotional intelligence. Basic human emotional needs and feelings are not always recognized and accepted. The invalidation of the individual feelings of teachers or pupils destroys the self-esteem which is a prerequisite for successful teaching and learning. Validation, one of the keys to emotional intelligence, allows a person to be her/himself.

Would you want to make this more rigorous? There is increased emphasis in 360-degree feedback on the measurement of particularly important aspects of personality such as attitudes, which cannot easily be accessed through line manager appraisal. If we are to find more complex measures of school performance to complement the academic results, even with the additional sophistication of added-value scores, that take account of a wide range of variables, measures of changed attitudes to learning could be partiularly significant.

People may fear adverse consequences if they give negative feedback, or if the feedback may be misinterpreted by a manager. In any case people may be less ready to accept feedback if it has potentially damaging consequences. There is evidence that, when ratings become evaluative rather than developmental, up to a third of those giving ratings change their assessments. This means that the instrument is ceasing to measure the competencies it is supposed to. Line manager appraisal in the more traditional way is being used in business for any decisions about remuneration until the process is more culturally acceptable.

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Educational Leadership: Personal Growth for Professional Development (Published in association with the British Educational Leadership and Management Society) by Harry Tomlinson

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