Anasakti and Teacher Motivation as Predictors of Teacher Leadership: Anasakti, Motivation, and Leadership

Background

Teachers have a big influence on how pupils turn out in the years to come and contribute in our society by properly nurturing them. So, to successfully manage the difficulties of acquiring knowledge and instruction, educators must view themselves as leaders. According to studies (Nappi, 2014; Khan & Malik, 2013; UribeFlorez et al., 2014), teacher leaders can enhance teaching and learning, as well as the school atmosphere and their job. As stated by Lieberman's (2015), research into and comprehension of the behaviours that encourage the growth of these skills are necessary for teacher leadership to be more widely recognised. The development of a strong “professional identity” requires teachers to see their job as an example of “socially responsible” leadership (Collay, 2006).

The Centre for Comprehensive School Reform and Improvement's (2005) meta-analysis of two decades' worth of research on teacher leadership shows that elements of school framework and culture that hinder teachers from being able to facilitate advancement may demonstrate detrimental effect on the environmental sustainability endeavours. Teachers’ motivation to make constructive improvements in their schools might be encouraged by preparation. According to Helterbran (2010) and Uribe-Florez et al. (2014), teacher leadership programmes must foster the growth of teachers’ self-confidence and their eagerness to leave their comfort regions and accept the notion of impacting school reform. Helterbran (2010) contends that educators must deny the adage “just a teacher.” According to Moore, Latimer, and Villate (2016), teachers need to be leaders who take the initiative to identify obstacles to student success and take action to remove them.