Background. In research on teacher leadership the teacher workload, teaching time allocation, and teacher self-esteem at school are not studied as challenges. These factors in educational research mostly are studied in relation to teaching quality. The relationship between teacher workload, time allocation, self-esteem and leadership needs to be defined and managed at the institutional and individual levels to avoid potentially undesirable effects in teaching and learning behaviors. The study was aimed at identifying the relationship between teacher workload, time allocation and self-esteem on their leadership at school. Methodology. Study participants were selected using purposive convenient sampling. The study involved 418 teachers from the 5 biggest regions of the country from various educational institutions. Total estimates, means, standard deviations, Cronbach’s α, Kolmogorov-Smirnov test, ANOVA, Spearman and Pearson correlation coefficients were calculated. Results revealed that teachers with less than half-time work are less active at school than full-time teachers; teachers working less than half-time experience less stress than full-time teachers; the more experienced the teacher, the more s/he is capable to take responsibility for more workload; teacher’s positive self-esteem in teaching do not depend on demographic variables. Conclusion: The school is responsible to develop institutional potential to support teacher leadership and needs to revise teacher's workload so that teachers experience higher self-esteem.
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Simona Kontrimiene, Vilnius University, Lithuania
Tetiana Ponomarenk , Vytautas Magnus University, Lithuania
Stream: Educational policy
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