1.

0 Teachers Code of Ethics and Teachers Accountability

1.1 Introduction
Teaching is a noble profession (Mondal & Roy, 2013). Hence, teachers are
usually looked high upon and they should be a role model in their interaction with
their students, colleagues and stakeholders. Every teacher should be aware of the
Teachers Code of Ethics and Teacher Accountability in order to act professionally
and ethically in their profession.

1.2 Teachers Code of Ethics

Major professional organisations provide codes of ethics to guide decision-
making by their members (Diaz, Pelletier, & Provenzo, 2006). According to Diaz,
Pelletiar, & Provenzo (2006), a code of ethics is a statement of principles that
teachers have to interpret and apply to daily situations whereas Mondal & Roy
(2013) state that the code of ethics lists out the expectations we have of ourselves
and our colleagues. It describes the ideal behaviours that we hope to achieve and
compulsory to portray in our profession. Hence, I think that the code of ethics lists
out the guidelines and principles that teachers have to adhere to in their daily
teaching practices as well as the expectations we have of ourselves and our
colleagues in our field. The code of ethics does not address the dilemma teachers
may face specifically but they are useful guidelines for teachers to carry out their
personal responsibilities for their ethical decision-making (Diaz, Pelletier, &
Provenzo, 2006).

1.3 Malaysia Teachers Code of Ethics

Malaysia Teachers Code of Ethics spells out the guidelines for teachers to
act professionally in their field. It is based on the Tatasusila Profesion Keguruan
which is also known as the Teachers Oath. According to Noriati, Boon & Wong
(2010), Malaysia Teachers Code of Ethics consists of teachers responsibility
towards four parties, which are the students, parents, society and country as well as
colleagues and teaching profession (Noriati, Boon, & Wong, 2010).

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 In short, the Malaysian Teachers Code of Ethics describes the responsibility
of a teacher towards ones students, parents, society and country as well as
colleagues and teaching profession. These responsibilities are all aimed at
producing knowledgeable, loyal, responsible and capable citizens as stated in the
Tatasusila Profesion Keguruan or the Teachers Oath. Every teacher is subject to
Tatasusila Profesion Keguruan which is in the form of Teachers Oath and hence, it
is their onus to understand the elements of Malaysian Teachers Code of Ethics. This
is because this code of ethics serves as a guide for teachers teaching and learning
choices and actions (Wandberg & Rohwer, 2003). When teachers face ethical
dilemmas in their teaching practices, they should make decisions and take actions
based on their responsibility towards their students, parents, society and country as
well as their colleagues and teaching profession.

1.4 Teacher Accountability

Accountability is delegation of responsibility for organising activities in a
certain manner or producing specific results (Thurlow, 2009). Hence, teacher
accountability can be defined as the responsibility of a teacher towards his or her
students performance. Noriati, Boon & Wong (2010) state that teachers are
accountable for students, themselves, parents, society and nation as well as their
colleagues and teaching profession.

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A c o u n ta b il ty o w a rd s p teaulrfd e n ts
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Ac ountabil y stowciertysacnodleagtiouns a d teaching profes ion
Hence, teachers need to be aware of the fact that their accountability is not
restricted towards their students solely. In fact, they are also accountable towards
parents, themselves, school and their colleagues as well as their teaching
profession. Teachers who are aware of their accountability will be able to fulfil their
responsibility with dedication and thus, be an effective teacher. The accountability of
teachers is all directed to producing human capital who are holistic in all aspects
such as physical, emotional, spiritual, intellectual and social.

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 1.5 Five ways to reach out to my pupils

An effective teacher will always put in effort to reach out to their pupils.
According to Online Cambridge Dictionary (2015), the phrase reach out to
somebody means to try to communicate with a person or a group of people, usually
in order to help or involve them and to offer help or support to someone. The
Oxford Advanced Learners Dictionary (2015) states that reach out to somebody
means you show somebody that you are interested in them and want to help them.
Hence, when I reach out to my pupils, I will put in effort to communicate and interact
with my pupils actively as well as offer help and support to them.
One of the ways that I will do to reach out to my pupils is by participating in
activities outside the classrooms. There are activities outside the classrooms
organised by schools nowadays as a support to the 1 Murid 1 Sukan policy
introduced by the Ministry of Education. Some schools still organise the cross-
country race annually in tandem with the 1 Murid 1 Sukan policy. By participating in
these activities, I will have the opportunity to mingle with the pupils outside the
classrooms. I think this is important especially because our participation and
involvement in non-academic events give us the opportunity to interact with pupils
and enable them to know that we offer support to them in these activities.

I was given the opportunity to participate in this cross-country race organised

by my school SJK Chung Hua Batu 35. I joined the race under the mixed age group
category. It was a memorable experience to be able to run with the pupils and to
discover their potential and talents hidden in them through this race. Pupils were also
excited when they see me running with them. I felt that it was a rare chance for me to
be able to join activities with them and it was indeed a good chance to build rapport
with them. Besides, I think that my participation in this activity also helped me to be
accountable to my pupils in the aspect of building their potential intellectually,
spiritually, emotionally, socially and physically. Pupils will be encouraged to
participate in activities outside the classroom and hence, develop holistically.

Besides, I will also spend some time to understand the difficulties faced
by my pupils in following my lessons. I think this is a way to show that we care for
the pupils. Caring represents an interaction between people in which an individual,
in this context the teacher, puts personal needs aside in favour of the needs of

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another student (Diaz, Pelletier, & Provenzo, 2006). Hence, I will not only show my
concern for pupils studies, but also their well-being.I will have some private talk to
understand the problems encountered by the pupils, particularly the low-proficiency
pupils in following my lessons. I think this is another way of reaching out to my pupils
because it enables them to feel being cared for, understood and supported rather
than being left out.

When I care for them, I am fulfilling my accountability towards their academic

performance because I intend to find out the obstacles they may face in their
academic and help them to overcome them. Also, I will take the opportunity to
communicate with parents about the problems faced by their children in their studies
during the day when students report cards are given out or whenever possible. I
think this will help me to better understand students possible problems in their
studies.

Apart from that, I will also build a good rapport with the parents of my
students as a means to reach out to my students. In my opinion, having a good
connection with the parents is important because it enables us to understand our
pupils better. Parents usually state their concerns for their children and this will give
me a platform to discuss with them on ways to help their children perform in their
academic and co-curriculum. Diaz, Pelletier & Provenzo (2006) also state that by
working closely with parents, teachers can understand the students and in turn
provide the best educational strategies possible.
When I have a good relationship with parents, I am also fulfilling my
accountability towards parents, which is to build a good rapport with parents to
obtain their support in dealing with pupils' problems in personality and academic
achievement. I will have a better opportunity to help shape pupils personality and
build their potentials holistically with the cooperation of the parents. This will enable
pupils to feel supported in their school performance and hence, boost their
performance in academic and non-academic aspects.

In addition, it is of paramount importance that teachers demonstrate good

examples for pupils in terms of attire, speech and behaviour as stated in the
Malaysian Teachers Code of Ethics (Noriati, Boon, & Wong, 2010). In order to help
and support pupils to develop good attitude and personality, I will show good

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examples for the pupils through my dressing code, speech and behaviour. For
instance, I will be a teacher who is caring, approachable, respectful towards others,
understanding in my behaviour and speech. By displaying positive behaviour, we are
being good role models for the pupils to emulate because we are modelling the
behaviour we seek from them (Diaz, Pelletier, & Provenzo, 2006). This is vital as it
develops trust of the pupils towards us. When pupils observe our good behaviour,
they will look up to us and put their trust on us to be their guidance teacher. Hence,
this will enable us to reach out to them when they need help and guidance in their
school life.

Furthermore, in my opinion, another way of reaching out to pupils is by

updating my knowledge through readings and ICT. This is also another
accountability of a teacher towards his or her society or nation (Noriati, Boon, &
Wong, 2010). I think this is essential as pupils nowadays, especially the urban ones
are considered as the Generation Z. They have unprecedented exposure of new
technologies and hence, are known as the true digital natives (Pringle, 2015).
Thus, as a teacher for the Generation Z, I think I will practise lifelong learning
through my readings and exposure of the new technologies from time to time in
order to keep abreast with them in their era. If my pupils are from the rural area, then
I will expose them to the new technologies that are around the world through pictures
or even using the gadgets. I think this will enable me to reach out to my pupils of this
era as I try to bridge the gap between my pupils and me.

As a conclusion, I think that I will use different ways to reach out to my pupils
because they are the pillars of the country and it is my onus to build their character
and potentials holistically. I think I will be an effective teacher in order to fulfil my
accountability towards my students, myself, the society and nation as well as my
colleagues and my profession as required in the Malaysian Teachers Code of Ethics
and Teachers Accountability.

2.1 Frances Fullers Theory of Concerns

2.2 Introduction

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 Frances Fullers Theory of Concern emerged in 1969 when she did a
research on the concerns of the pre-service teachers about their teacher education
program (Alshammari, 2000). In her study, she studied three groups of student
teachers from different semesters of their teacher preparation program and found
that they have different concerns at the beginning and the end of their semesters
(Alshammari, 2000). As a result of her study, there are three stages of concern,
which are concern of survival, concern of task and concern of impact.

2.2 Stages of Frances Fullers Theory of Concern

2.2.1 Stage 1: Concern of Survival

The first stage of concern in Fullers Theory of Concern is concern of

survival. This stage happens in the early stage of teaching whereby teachers
concerns are usually self-oriented (Alshammari, 2000). Bullough (1989, as cited in
Borich and Tombari, 1997) describes this stage as the fight for ones professional
stage. Hence, in this stage, beginning teachers are usually interested in and
concerned about things such as class control, adequacy of their content knowledge
and evaluation by their principals and their students (Evanns & Chauvin, 1993). They
reflect on experiences related to survival in the classroom (Both, 2010). Borich &
Tombari (1997) state that the concerns that beginning teachers usually have in this
stage are as follow:

Will my learners like me?

Will they listen to what I say?
What will parents and teachers think of me?
Will I do well when the principal observes me?
Will I ever have time for myself?

For example, beginning teachers are usually conscious whether they gain
acceptance by their pupils at this stage. Besides, they are also worried whether they
are able to control and manage their pupils during the teaching and learning process.
Teachers at this stage are conscious whether they gained confidence and
acceptance by the parents and teachers. They are conscious about their
performance during observations of their lessons. They are concerned whether they

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have adequate knowledge of their subject matter and pedagogical content
knowledge.

2.2.2 Stage 2: Concern of Task

As the concerns for self begin to diminish after a few months of teaching,
beginning teachers will have a new set of concerns that is the concern of task or
management. At this stage, teachers are concerned about the tasks they need to
complete on a daily basis such as their duties, teaching materials and methods, the
number of students and classroom management (Both, 2010). Borich & Tombari
(1997) suggest that teachers concern will be as follow:

How good are my instructional materials?

Will I have enough time to cover all the content?
How can I add variety to my presentations?
Where can I get some ideas for a learning centre?
Whats the best way to teach a language skill?

At this stage, beginning teachers start to develop confidence to manage

classroom routines and behavioural problems of their pupils. Teachers focus shifts to
how well they can deliver their lessons to their pupils. They are more interested in
how they can accomplish their daily tasks effectively.

2.2.3 Stage 3: Concern of Impact

At the final stage of teacher growth and development, their concern slowly
changes from management and lesson delivery to the impact of their teaching on
their learners (Borich & Tombari, 1997). Teachers at this stage are more concerned
with the impact of their teaching on pupils expectations and learning (Both, 2010).
Teachers who have the concern of impact are usually experienced teachers. At this
stage, the teachers display concern towards their pupils learning, capacity,
understanding, gaining and evaluation (Alshammari, 2000). In other words, the
teachers are concerned whether their teaching is able to meet the social, emotional
and academic needs of their pupils (Both, 2010). Hence, the concerns of the teacher
will be like:

How can I increase my learners sense of accomplishment?

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 How can I fulfil the emotional and social needs of my pupils?
What is the best way to challenge my unmotivated pupils?
What skill do they need to best prepare them for the next grade?
(Borich & Tombari, 1997)

Teachers at this stage are concerned whether they can make differences in
their pupils life. They place pupils as their main concern at this stage as they are
concerned about pupils potentials, motivation in learning, accomplishment in their
task and future success.

2.3 Summary

In short, Frances Fullers Theory of Concern conceptualises the growth and

development process for a teacher as a natural flow from concerns for self, to task
and to impact (Borich & Tombari, 1997). Teachers may return to their earlier concern,
for instance from concern of impact to concern of task as a result of having to teach
a new grade or in a new school environment. Hence, teachers concern may be
context dependent.

2.4 How I handle three stages in my professional development

Novice teachers face challenges in the real classroom situations in the
beginning of their career path. Some of them feel that they are not adequately
prepared for the challenges that they encounter in the beginning of their teaching
experiences (Senom, Abd Razak, & Shanina Sharatol, 2013). Their concerns are
different according to the period of time of their teaching experiences, starting from
concern of survival to concern of task and followed by concern of impact.

As a novice teacher, I will take some steps to handle the three stages of
concern in my professional development. The first stage of concern is concern of

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self. At this stage, teachers are concerned about classroom management and pupils,
adequacy of their content knowledge and evaluation by their principals and students.
At this stage, I will apply different classroom management strategies to manage
my pupils during the teaching and learning process. Before I teach the pupils, I will
try to obtain information of the pupils from the teacher who previously taught them
and asked about the difficulties they face in learning that particular subject. I will also
look at the previous results of the pupils in order to know their learning needs. By
learning about the pupils beforehand, I will be able to manage them better during the
teaching and learning process as I will know the learning materials that I have to
prepare for them. This is because it is important for me to consider gender and
cultural diversity, differences in learning style, and varying abilities of pupils in my
planning of classroom management (Kauchak & Eggen, 2007).

Apart from that, I will also apply different classroom management skills such
as with-itness and body language such as gestures, proximity and facial
expressions to show pupils I am observing their behaviour to help pupils to develop
classroom routines and participate in the classroom activities that I prepare for them.
I will set clear and reasonable classroom rules and procedures and enforce them
fairly and consistently to ensure pupils develop good behaviour and promote a
feeling of pride and responsibility in the classroom (Kauchak & Eggen, 2007).

Besides, I will also display positive behaviours to gain acceptance and

approval by my principal and pupils. I think it is imperative for a novice teacher to
show positive behaviours in his or her work because these behaviours will reflect our
personality and working attitude and teachers attitude has a powerful impact and
influence on pupils learning (Kauchak & Eggen, 2007). Hence, I will display positive
behaviours such as giving encouragement to pupils, be brave in taking up
challenges in work, showing respect to others and so forth. By showing positive
behaviours to our authority as well as our pupils, we will be able to build good
rapport with our principal and our pupils. Hence, I will display positive behaviours in
my career.
When my concern for survival is resolved, then I will start to be concerned
with tasks which are the duties that I need to perform in the school. At this stage, I
may be more interested in accomplishing my tasks and responsibilities in the school.
I will manage my time wisely in order to be an efficient teacher in fulfilling my

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responsibilities in the school. I will plan my lessons and the tasks that I need to
accomplish and stipulate time for each task beforehand in order to accomplish them.
Furthermore, I will also employ different teaching strategies in my daily
teaching practice in order to maximise pupils learning opportunities. I will apply the
pedagogical knowledge that I have gained through my course of study when
planning and conducting lessons for my pupils. Hence, I will carry out various fun
and purposeful learning activities for my pupils in order to cater to different learning
needs and styles of pupils (Kauchak & Eggen, 2007). I will also monitor the
effectiveness of my classroom management strategies at this time and improve
on them whenever necessary. I think all these are important as they make up an
effective teacher.
Following concern of task is concern of impact. At this stage, I will be more
concerned about my ability to make a difference in my pupils and the teaching and
learning process (Chan, 2004). Hence, I will reflect on my daily teaching practice
in order to plan and implement effective lessons for my pupils. According to Diaz,
Pelletier, & Provenzo, (2006), a reflective practitioner will undergo the process of
understanding and improving ones teaching based on the reflection of ones own
experiences. This is because teaching involves more than just imparting new
knowledge to pupils. It is the process of thinking actively about our instruction, the
experience of the learners, what we have taught, the elements that went well and did
not go well in our teaching and adjusting our teaching in the future (Diaz, Pelletier, &
Provenzo, 2006).
In my opinion, when I am a reflective practitioner in my practice, I will
observe whether the teaching methods and approaches that I use during my lessons
are effective and useful in facilitating pupils learning. Besides, when I reflect on my
teaching practice on a regular basis, I will be able to make adjustments and
improvements to my teaching practices. Hence, my teaching practice will not be
stagnant because I will keep on revising and improving on my teaching approaches
and methods throughout my teaching experiences.
In short, I know I may go through different stages of concern when I become a
teacher. I will take different steps to handle all the stages of concern and discuss
with experienced teachers whenever I face problems in handling my tasks. I believe
that by doing this, I will be able to go past every stage whereby my ultimate concern
will be the impact of my teaching on the pupils.

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3.0 School Leadership skills

3.1 The concept of school leadership skills

Leadership is inspiring others to pursue your vision within the

parameters you set, to the extent that it becomes a shared effort, a
shared vision and a shared success.

(Zeitchik, 2012, in Clark, 2014)

From the quote above, leadership is the ability to motivate others to strive for
the same goal and objectives with us so that we can work towards our goal and
enjoy success together. Leadership is important in any organisation to maximise the
efficiency of the organisation and to achieve the organisational goals. Similarly,
school leadership is also essential as it can determine students outcomes and
teachers influence in the classroom (Sullivan, 2012). According to Sullivan (2012), a
recent RAND Corporation report found that approximately 60% of a schools
influence on the student achievement relies on leadership and teachers
effectiveness, with principals attributing to 25% of a schools impact on achievement.
Hence, it is of paramount importance that principals of schools have high leadership
skills in order to guarantee students and overall school achievement.

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 Besides principals, teachers are also important school leaders that have
impact on student achievement. Hence, teachers also need to display leadership
skills in order to aid students to maximise their potentials and abilities.

3.2 Five effective leadership skills that teachers should possess

Teachers are leaders in classrooms, facilitating the learning activities of pupils
and helping them to achieve their learning goals. Teachers play an important role in
displaying leadership skills to lead the group of learners to work towards their
learning objectives and achieve success as a whole.
Teachers should have effective leadership skills in order to help pupils
achieve success in their learning as well as developing their potentials. Teacher with
effective leadership skills possess effective communication skills. They are able
to interact with students, parents, colleagues and their school administrator. They are
skilled at listening and respecting others opinions and ideas. For instance, in the
classroom, they will use their verbal and non-verbal communication skills to deliver
their teaching content, facilitate pupils discussion, address pupils learning needs
and problems, provide feedback to pupils and give encouragement to pupils
effectively.
Besides being able to communicate effectively with the pupils, teachers with
good communication skills are also able to communicate effectively with parents of
their pupils. They are able to hold parent-teacher conference and communicate their
expectation and concern towards their pupils clearly. Apart from that, great teacher-
leaders can communicate with their colleagues and school administrators effectively.
They can collaborate with their colleagues and respect their colleagues views and
opinions.

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 Besides, having effective leadership skills requires teachers to set
challenging yet attainable goals (Chang, 2014). Setting goals is important as this
enables learners to know the direction and objectives of their learning and hence,
able to work together to achieve the goal. Teachers should set high but achievable
learning goals for the learners so that learners will know what is required of them and
work towards the predetermined learning objectives. Such teachers will teach
learners how to attain these goals and act as their facilitator and guidance teacher in
the process of achieving these learning objectives.
In addition, effective teachers should be knowledgeable in their content
knowledge and pedagogical content knowledge. As effective leaders, teachers
should have sound knowledge in their subject content. This is because we cannot
teach what we do not understand (Kauchak & Eggen, 2007). A research examining
the relationships between what teachers know and how they teach shows that
teachers are required to have sound knowledge of their subject matter because this
determines how well they can deliver their teaching content (Shulman, 1986; Wilson,
Shulman, & Richert, 1987, in Kauchak & Eggen, 2007).
Besides, effective teacher-leaders not only possess sound knowledge of
their subject matter, they also have the knowledge on how to present the subject
content in a way that all learners understand (Kauchak & Eggen, 2007). This
knowledge is known as the pedagogical content knowledge. They will employ
different pedagogical strategies to maximise pupils learning opportunities. For
example, teachers with adequate pedagogical content knowledge will be able to
provide simple and clear examples for pupils to understand the subject matter learnt.
When teachers are able to help pupils to make sense of the subject matter learnt,
then they will be good instructional leaders in the classroom.
Furthermore, teachers who display effective leadership skills are respectful
towards their pupils. According to Diaz, Pelletier, & Provenzo (2006), using a
respectful approach to discipline allows us to understand our students motivation
and to work with them proactively to change their behaviour. Different pupils have
different motivation levels in their learning and some may be affected by their family
issues and background. As a result, some pupils may have disciplinary problems and
issues such as arguments, blaming, cheating, depression, divorce, failing, gangs,
homework, jealousy, lying, parent involvement, sex, stealing, tantrums, tardiness and
whining (Diaz, Pelletier, & Provenzo, 2006). When teachers are respectful towards
their pupils, it means that they deal with each problem individually and separately

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and use encouragement and kindness to help pupils to overcome their issues. This
is important as it shows that teachers have respect towards their pupils regardless of
their problems and remain their faith in pupils underlying potentials and abilities.
Teachers who are respectful towards pupils also show respect and
impartiality towards pupils of different races, religion and personality. Teachers who
are respectful towards their pupils will not judge them based on their races, religion
or socioeconomic background. They will be impartial towards all pupils and create a
sense of security for all pupils. For instance, our Malaysian classroom consists of
pupils from different skin colour, belief and socioeconomic status. When teachers
show respect towards pupils regardless of their differences, they are not only
inculcating the culture of respect for others in their pupils, but also creating a secured
learning environment for their pupils. Pupils will also show respect the teachers and
their peers in return and this will be maximise their learning opportunities in the
classroom.
Last but not least, teachers who possess effective leadership skill will bring
out the best in others (Whitaker, 2012). Teachers can bring out the best in pupils
when they are able to see different potentials in pupils and encourage them to
display their hidden talents with confidence. They are able to motivate pupils and
inspire them to strive harder to achieve success. Teachers who can give motivation
to their pupils are usually optimistic. They are able to see opportunities and chances
for success even in pupils failures. Hence, teachers who are able to motivate and
inspire their pupils are effective leaders.
An award-winning teacher from North Carolina and former teacher in Harlem,
New York, Ron Clark developed his 55 essential rules with the purpose of bringing
out the best in his students (Diaz, Pelletier, & Provenzo, 2006). His approach of
bringing out the best in his pupils revolves around the importance of respecting his
pupils thinking and learning (Clark, 2003, in Diaz, Pelletier, & Provenzo, 2006).
Hence, even though he set specific rules for the behaviours of his pupils in his
classroom, he intended to bring out the best in his pupils. As a result, his pupils were
highly motivated in their studies and eventually made him a national hero. Therefore,
a teacher with effective school leadership skills brings out the best in his or her
pupils.
In a conclusion, teachers need to be effective leaders in order to lead pupils to
success not only in their academic field, but also areas of life that they are talented
in. Teachers who possess effective leadership skills will be able to help pupils to be

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successful in their varying abilities and potentials and thus, help them to achieve
success in the future.

4.0 Bibliography

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Approach. United States of America: Longman.

Both, E. (2010). Reconsidering Fuller's Concerns-Based Model of Teacher

Development: Comparing Regular and Academic Student Teachers' Changing
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Chan, K.-w. (2004). Teacher Professional Development: In-service Teachers'

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Chang, D. (23 January, 2014). Huffingtonpost. Retrieved 4 August, 2015, from

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Dictionary, O. A. (2015). Oxford Dictionaries. Retrieved 25 July, 2015, from Oxford

Dictionaries: http://www.oxforddictionaries.com/definition/learner/reach-out-to

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Kauchak, D. P., & Eggen, P. D. (2007). Learning and Teaching: Research-based
Methods. United States of America: Pearson Education.

Mondal, P., & Roy, R. (2013). Professional Ethics and Accountability of Teaching.
Review of Research , 1-4.

Noriati, A. R., Boon, P. Y., & Wong, K. W. (2010). Asas Kepimpinan dan
Perkembangan Profesional Guru. Selangor: Oxford Fajar Sdn. Bhd.

Press, C. U. (2015). Cambridge Dictionaries Online. Retrieved 24 July, 2015, from

Cambridge Dictionaries Online:
http://dictionary.cambridge.org/dictionary/british/reach-out-to-sb

Pringle, H. (3 August, 2015). TheDrum. Retrieved 3 August, 2015, from TheDrum:

http://www.thedrum.com/opinion/2015/08/03/spotting-difference-between-baby-
boomer-and-generation-z-and-why-it-matters

Senom, F., Abd Razak, Z., & Shanina Sharatol, A. S. (2013). Novice Teachers
Challenges and Survival: Where do Malaysian ESL Teachers Stand? American
Journal of Educational Research , 119-120.

Sullivan, T. (2012). The Importance of Leadership in High-Performing Schools.

Curriculum and Leadership Journal , 1.

Thurlow, M. (23 December, 2009). education.com. Retrieved 14 July, 2015, from

education.com: http://www.education.com/reference/article/accountability/

Wandberg, R., & Rohwer, J. (2003). Teaching to the standards of effective practice:
A guide to becoming a successful teacher. UNited States of America: Pearson
Education.

Whitaker, M. K. (13 March, 2012). AboutLeaders. Retrieved 3 August, 2015, from

AboutLeaders: http://aboutleaders.com/leadership-skills-9-a-great-leader-a-
great-teacher/#gs.45b31270bc9448759189a09bf12bf31d

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