EFL Pre-service Teachers’ Leadership Project Practices in Indonesia's Teacher Professional Development Program
DOI:
https://doi.org/10.29408/veles.v7i3.24108Keywords:
EFL pre-service teachers, leadership project course, PPG, teacher professional developmentAbstract
Indonesia's Ministry of Education has integrated the Leadership Project course into the Pendidikan Profesi Guru (PPG) program, emphasizing the development of professional qualifications and leadership skills among EFL pre-service teachers. This study scrutinizes the influence of both conceptual and practical frameworks of the course on cultivating leadership competencies. It poses two pivotal questions: Firstly, how do pre-service EFL teachers perceive these frameworks within leadership projects? Secondly, what challenges do they face in executing these projects effectively? Utilizing an explanatory mixed-methods design, the study collated and analyzed data from 31 participants through surveys and inductive thematic coding. It revealed that while EFL pre-service teachers have a positive reception of leadership involving collective knowledge and change initiation, they also report significant hurdles. Implementing complex frameworks like Sustainability NEWS (Nature, Economy, Well-being, Society) and Appreciative Inquiry presented difficulties, predominantly due to time limitations and communication barriers with target groups. Furthermore, a gap in understanding the conceptual underpinnings led to complications in the planning and sustainable implementation of projects, exacerbated by tight schedules and financial restrictions. Feedback from participants highlighted a need for program enhancements, suggesting refined policies, more rigorous consultation processes, and an enriched focus on reflective practices. The study offers valuable insights into the perceptions of EFL pre-service teachers regarding leadership programs.
References
Aydin, A., Sarier, Y. & Uysal, S. (2013). The effect of school principals’ leadership styles on teachers’ organizational commitment and job. Educational Science: Theory & Practice, 13(2), 806–811.
Aziz, M. R., Andriani, D. E., & Suharyadi, A. (2020). Indonesian Teacher Leadership Practices. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.201221.030
Björk. (2003). Local responses to decentralization policy in Indonesia. Comparative Education Review, 47(2), 184. https://doi.org/10.2307/3542039
Bose, T., Reina, A., & Marshall, J. a. R. (2017). Collective decision-making. Current Opinion in Behavioral Sciences, 16, 30–34. https://doi.org/10.1016/j.cobeha.2017.03.004
Brown, B. (2018). Dare to lead: Brave work. tough conversations. Whole hearts. Ebury Publishing.
Bush, T. and Glover, D. (2003) School leadership: Concepts and evidence. a review of literature carried out for national college for school leadership. National College for School Leadership, Nottingham.
Campbell‐Evans, G., Stamopoulos, E., & Maloney, C. (2014). Building leadership capacity in early Childhood Pre-Service Teachers. Australian Journal of Teacher Education, 39(5). https://doi.org/10.14221/ajte.2014v39n5.3
Chai, D. S., Hwang, S. J., & Joo, B. K. (2017). Transformational leadership and organizational commitment in teams: the mediating roles of shared vision and Team-Goal commitment. Performance Improvement Quarterly, 30(2), 137–158. https://doi.org/10.1002/piq.21244
Chow, T. C., Zailani, S., Rahman, M. K., Zhang, Q., Bhuiyan, M. A., & Patwary, A. K. (2021). Impact of sustainable project management on project plan and project success of the manufacturing firm: Structural model assessment. PLOS ONE, 16(11), e0259819. https://doi.org/10.1371/journal.pone.0259819
Clemson-Ingram, R. L., & Fessler, R. (1997). Innovative programs for teacher leadership. Action in Teacher Education, 19(3), 95–106. https://doi.org/10.1080/01626620.1997.10462882
Cooperrider, D. L., Stavros, J. M., & Whitney, D. (2008). The appreciative inquiry handbook: For leaders of change. Berrett-Koehler Publishers.
Cooperrider, D.L, & Whitney, D. (2005). A positive revolution in change: Appreciative inquiry. Berret-Koehler publisher.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd edition). Sage.
Creswell, J. W. (2015). A concise introduction to mixed method research. SAGE Publications.
Danielson, C. (2006). Teacher leadership that strengthens professional practice. Association for Supervision and Curriculum Development.
Devos, G., & Bouckenooghe, D. (2009). An Exploratory Study on Principals’ Conceptions about Their Role as School Leaders. Leadership and Policy in Schools, 8(2), 173–196. https://doi.org/10.1080/15700760902737196
Dharma, A. & Radyati, M. R. N. (2022). Mata kuliah inti: Projek kepemimpinan 1 (1st Edition (ed.)). Kementerian Pendidikan, Kebudayaan, Riset dan Teknologi.
Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation. Journal of Educational Administration, 49(3), 256–275. https://doi.org/10.1108/09578231111129055
Gaol, N. T. L. (2021). School leadership in Indonesia: A systematic literature review. Educational Management Administration & Leadership, 51(4), 831–848. https://doi.org/10.1177/17411432211010811
Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness. American Educational Research Journal, 48(5), 1091–1123. https://doi.org/10.3102/0002831211402663
Harris, A., & Jones, M. (2019). Teacher leadership and educational change. School Leadership & Management, 39(2), 123–126. https://doi.org/10.1080/13632434.2019.1574964
Hogan, R., & Kaiser, R. B. (2005). What we know about Leadership. Review of General Psychology, 9(2), 169–180. https://doi.org/10.1037/1089-2680.9.2.169
Ismailos, L., Gallagher, T. L., Bennett, S., & Li, X. (2019). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regards to inclusive education. International Journal of Inclusive Education, 26(2), 175–191. https://doi.org/10.1080/13603116.2019.1642402
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822x05282260
Jomuad, P. D., Antiquina, L. M. M., Cericos, E. U., Bacus, J. A., Vallejo, J. H., Dionio, B. B., Bazar, J. S., Cocolan, J. V., & Clarin, A. S. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review, 8(2), 48–53. https://doi.org/10.15739/ijeprr.21.007
Kadiyono, A. L., Sulistiobudi, R. A., Haris, I., Wahab, M. K. A., Ramdani, I., Purwanto, A., Mufid, A., Muqtada, M. R., Gufron, M., Nuryansah, M., Ficayuma, L. A., Fahlevi, M., & Sumartiningsih, S. (2020). Develop leadership style model for Indonesian teachers performance in Education 4.0 era. Systematic Reviews in Pharmacy, 11(9), 363–373. https://doi.org/10.31838/srp.2020.9.52
Kegan, R. & Lahey, L. L. (2009). Immunity to change: How to overcome it and unlock potential in yourself and your organization. Harvard Business Press.
Kerzner, H. (2019). Using the project management maturity model: Strategic planning for project management (3rd edition). John Wiley & Sons, inc. Hoboken.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Kuhlman, T. &, & Farrington, J. (2010). What is sustainability? Sustainability, 2, 3436–3448. https://doi.org/10.3390/su2113436
Kuswandono, P. (2017). Mentor teachers’ voices on pre-service English teachers’ professional learning. Indonesian Journal of Applied Linguistics, 6(2), 213. https://doi.org/10.17509/ijal.v6i2.4846
Ozgenel, M. & Karsantik, I. (2020). Effects of school principals’ leadership styles on leadership practices. Malaysian Online Journal of Educational Sciences, 8(2), 1–13.
Project Management Institute. (2013). A guide to the project management body of knowledge (5th edition). Project Management Institute, Inc.
Project Management Institute. (2017). Guide to the project management body of knowledge. in project management institute, Inc. (6th edition).
Reza, M. H. (2019). Components of Transformational Leadership Behavior. EPRA International Journal of Multidisciplinary Research, 5(3), 119–124.
Silvius, G., & Schipper, R. (2014). Sustainability in project management: A literature review and impact analysis. Social Business, 4(1), 63–96. https://doi.org/10.1362/204440814x13948909253866
Smylie, M. A., & Eckert, J. (2017). Beyond superheroes and advocacy. Educational Management Administration & Leadership, 46(4), 556–577. https://doi.org/10.1177/1741143217694893
Sofo, F., Fitzgerald, R., & Jawas, U. (2012). Instructional leadership in Indonesian school reform: overcoming the problems to move forward. School Leadership & Management, 32(5), 503–522. https://doi.org/10.1080/13632434.2012.723616
Stewart, J. (2006). Instructional and transformational leadership: burns, bass, and leithwoood. Journal of Educational Administration, 54, 1–29.
Thomas, G., Zolin, R., & Hartman, J. L. (2009). The central role of communication in developing trust and its effect on employee involvement. Journal of Business Communication, 46(3), 287–310. https://doi.org/10.1177/0021943609333522
Whitney, D., Trosten‐Bloom, A., & Vianello, M. G. (2019). Appreciative Inquiry: Positive Action Research. In Emerald Publishing Limited eBooks (pp. 163–177). https://doi.org/10.1108/978-1-78769-537-520191015
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
