A Ph.D. student of Education Science with a bias in Educational Leadership and Management, Learning and Instruction, and Teacher Education Supervisors: Hercz Maria, Prof., Dr.
Preservice teacher preparation lays a firm foundation in the training of future teachers (Afalla ... more Preservice teacher preparation lays a firm foundation in the training of future teachers (Afalla & Fabelico, 2020) who can nurture the 21st-century learner's potential. Consequently, teacher leadership generates competencies that teachers need, and how influences learners’ achievement (Brecht, 2022; Heikka et al., 2021). The study aimed to explore how distributed pedagogical leadership culture is harnessed. The main research question: How is distributed pedagogical leadership practice perceived by preservice teacher education stakeholders? A case study design was employed in Kenya's public preservice teacher training college. A purposeful sampling strategy was used to identify the 32 participants: the principal, deputy principal, and tutors. Content data analysis of the qualitative data was employed to analyze the data collected using semi-structured interviews inquiry and focus group discussions with the administrators and teacher educators were analyzed using Atlas.ti 9 software. The findings revealed that leadership culture was largely perceived to be a delegation of responsibilities between teachers and students. However, the principal and the senior management team were largely involved in the decision-making and enactment of leadership roles. The study recommended further exploration of the need to encourage teachers to participate in leadership that can motivate future teacher leaders.
Preparing students for a successful life is one of the main goals of education; however, there ar... more Preparing students for a successful life is one of the main goals of education; however, there are many open issues in this area: for example, who, when, with what and how one should support children in this process. In the multifactorial environment of children, family is in the first place, and the role of positive parenting is beneficial in the early ages. Parental beliefs, attitudes are transferred to their children, although most of the information is encoded. The present paper focuses on the pedagogical aspects of parental thinking to reveal specific characteristics in their view on education. Our research aimed to explore how parents' mindset could support or retain the development of children's social entrepreneurial skills and whether they apply positive parenting. We examined the phenomena with a modified version of the ENT-BP1 questionnaire (Angyal & Hercz, 2019) in the school year of 2020/2021. N= 2,276 Hungarian parents completed N= 1,857 copies. Parents' views were explored indirectly by evaluating statements based on a positive psychological foundation on an intensity scale. The overall reliability of the questionnaire was: Cronbach's alpha= 0.81 for 96 items, and for the subscales: Cronbach's alpha= 0.754-0.854 with KMO= 0.707-0.744, and sig= 0.00. The statistical analysis was performed with IBM SPSS 27. Results suggest that parents are aware of the key components of positive parenting and their value; however, the apply only some of them in their everyday practice.
The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an a... more The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education.
Preservice teacher preparation lays a firm foundation in the training of future teachers (Afalla ... more Preservice teacher preparation lays a firm foundation in the training of future teachers (Afalla & Fabelico, 2020) who can nurture the 21st-century learner's potential. Consequently, teacher leadership generates competencies that teachers need, and how influences learners’ achievement (Brecht, 2022; Heikka et al., 2021). The study aimed to explore how distributed pedagogical leadership culture is harnessed. The main research question: How is distributed pedagogical leadership practice perceived by preservice teacher education stakeholders? A case study design was employed in Kenya's public preservice teacher training college. A purposeful sampling strategy was used to identify the 32 participants: the principal, deputy principal, and tutors. Content data analysis of the qualitative data was employed to analyze the data collected using semi-structured interviews inquiry and focus group discussions with the administrators and teacher educators were analyzed using Atlas.ti 9 software. The findings revealed that leadership culture was largely perceived to be a delegation of responsibilities between teachers and students. However, the principal and the senior management team were largely involved in the decision-making and enactment of leadership roles. The study recommended further exploration of the need to encourage teachers to participate in leadership that can motivate future teacher leaders.
Preparing students for a successful life is one of the main goals of education; however, there ar... more Preparing students for a successful life is one of the main goals of education; however, there are many open issues in this area: for example, who, when, with what and how one should support children in this process. In the multifactorial environment of children, family is in the first place, and the role of positive parenting is beneficial in the early ages. Parental beliefs, attitudes are transferred to their children, although most of the information is encoded. The present paper focuses on the pedagogical aspects of parental thinking to reveal specific characteristics in their view on education. Our research aimed to explore how parents' mindset could support or retain the development of children's social entrepreneurial skills and whether they apply positive parenting. We examined the phenomena with a modified version of the ENT-BP1 questionnaire (Angyal & Hercz, 2019) in the school year of 2020/2021. N= 2,276 Hungarian parents completed N= 1,857 copies. Parents' views were explored indirectly by evaluating statements based on a positive psychological foundation on an intensity scale. The overall reliability of the questionnaire was: Cronbach's alpha= 0.81 for 96 items, and for the subscales: Cronbach's alpha= 0.754-0.854 with KMO= 0.707-0.744, and sig= 0.00. The statistical analysis was performed with IBM SPSS 27. Results suggest that parents are aware of the key components of positive parenting and their value; however, the apply only some of them in their everyday practice.
The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an a... more The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education.
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data was employed to analyze the data collected using semi-structured interviews inquiry and focus group discussions with the administrators and teacher educators were analyzed using Atlas.ti 9 software. The findings revealed that leadership culture was largely perceived to be a delegation of responsibilities between teachers and students. However, the principal and the senior management team were largely involved in the decision-making and enactment of leadership roles. The study recommended further exploration of the need to encourage teachers to participate in leadership that can motivate future teacher leaders.
data was employed to analyze the data collected using semi-structured interviews inquiry and focus group discussions with the administrators and teacher educators were analyzed using Atlas.ti 9 software. The findings revealed that leadership culture was largely perceived to be a delegation of responsibilities between teachers and students. However, the principal and the senior management team were largely involved in the decision-making and enactment of leadership roles. The study recommended further exploration of the need to encourage teachers to participate in leadership that can motivate future teacher leaders.