International Journal of Humanities and Social Science

ISSN 2220-8488 (Print), 2221-0989 (Online) 10.30845/ijhss

Preparation of Pre-Service Teachers in Institutions of Higher Learning to Practice Instructional Leadership with at-Risk Students in K-12 Education
Dr. Erasmus Chirume

Studies mention that institutions of higher learning prepare teachers to exercise leadership in all schools, but what has not been clear is the nature of leadership, pre-service teachers learn from these institutions to practice later in their vocation particularly, with students at risk of academic failure in K-12 education. For example, a quick survey of courses offered in programs of teacher preparation at universities and colleges in the State of Ohio and many other states, tends to reveal that there is hardly a leadership course on offer to pre-service teachers. In developing this article, content and comparative analysis of existing literature is conducted, to determine the nature and skills of leadership that can be taught in institutions of higher learning to pre-service teachers for use in K-12 education. As part of education reform, the researcher develops, a conceptual framework, which is embedded in (a) challenging the process (b) encouraging the heart for others to act, (c) leadership, a serving relation and (d) modeling the way, for understanding instructional leadership and delineating pedagogical practices that would enhance the wellbeing of students at risk of academic failure. The study concludes that reform of the public schools should go beyond tinkering at the edges or scratching the surface in order to realize substantive pedagogical transformation. In the U.S., public education can be reorganized such that teaching and leading, as core functions of instructional leadership, are the teacher’s prerogative in the classroom so as to facilitate learning, meet standards, ensure student achievement, and advancement of social justice in educational administration.

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