Kareen Reid, PhD Candidate, Department of Educational Administration, College of Education University of Saskatchewan
PROGRAM SUMMARY: Culturally responsive pedagogy is the ability to address the needs of students, in doing so teachers’ and leaders’ cultural knowledge, skills and predisposition must be transformed (Siwatu, 2007). The proposed study will seek to investigate leadership practices for culturally responsive pedagogy. The role of teachers and leaders within an institution plays a great part in students’ development and outcomes (Hackett, 2003), and in any institution students take priority as they are the ones we work for.
The ethnic, racial and cultural demographics has been changing across Canadians schools, because of this change culturally responsive pedagogy has become a topic that has stirred the minds of practitioners within teaching and learning. This has caused individuals to start thinking of ways that inclusion can be effective for all in the learning community.
To support this qualitative research, I will employ an interpretive paradigm using a single case study along with interviews and observation. These instruments will be used with teachers and leaders to capture the data needed for this study. This data hopes to highlight the practices that are enacted within teaching and learning that fosters good culturally responsive pedagogy and encourages inclusion for all students regardless of their ethnicity.
b) Educational Leadership Effect on Teachers Motivation and Performance in Selected Educational Organizations in Jamaica
Darcia Roache, PhD Candidate, Department of Educational Administration, College of Education
PROGRAM SUMMARY: The qualitative study will explore how educational leaders can motivate teachers’performance in educational organizations using Ryan’s and Deci’s self-determination theory of motivation. Ryan and Deci (2017) postulated that motivation resulted from human psychological factors of self-determination theory, such as, autonomy, competence, and relatedness. The study will also explore whether psychological contract is mutually exclusive to motivate teachers and principals’ obligatory roles and responsibility to achieve educational organizations outcomes.
By: HAMZA SAGHIR & TERIANN WALLING
