Army Polytechnic School Department of Languages Incidence of

Army Polytechnic School Department of Languages Incidence of the English Area teachers management and leadership in the teaching and learning process in the high school students at UEE La Dolorosa, Quito, during the first term of the school year 2011 -2012. AUTHORS: MSc. María Teresa Chiriboga V. Lic. Juan Carlos Morales J. DIRECTOR: Dra. María Teresa Llumiquinga CO-DIRECTOR: Dr. Oswaldo Villa

Basic Aspects of the Presentation Research Problem Objectives Theoretical Framework Methodological Design Analysis and interpretation of Results Conclusions and Recommendations Proposal

Main Problem • Does classroom management and leadership styles of the English Area teachers at UEE “La Dolorosa” influence in the teaching and learning process of ESL? Variables • Independent Variable: Incidence of the English Area teachers’ management and leadership. • Dependent Variable: English teaching and learning processes.

GENERAL OBJECTIVES • To determine the kind of leadership and Styles Strategies management practiced at UEE “La Dolorosa” • To analyze Area teacher’s Training if the English MASTER management and leadership affects the Institution Teachers teaching and learning Achieve process. Educational Goals • To design a proposal to improve the Educational /Institutional educational management and leadership of External Factor Internal Factor High the English Area staff at “La Dolorosa” School. techniques Psychological process - Teaching Learning

SPECIFIC OBJECTIVES • To relate enterprise management with school management. Instructional Transformational Similarities Situational Advantages Connection • To analyze the leaderships styles of the English area staff at UEE La Dolorosa. Modifies the Environment Enhances School Success • To analyze the importance of the teachers’ management and leadership models in the learning processes.

Theoretical Framework • • Leadership and management Principles The Fifth Discipline by Peter Senge Styles Classroom Management Correlation Enterprise – Educational Teaching and Learning Process Strategist of Century Impact on Business Motivation Education-Teaching-Learning Organization Discipline Understand factors of influence Teacher skills Learner Methods (Teaching Techniques)

Educational Leadership “Positive influence to make others change their preferences to accomplish institutional goals. ” (Bolívar, 2000 Liderazgo, Mejora, Cent. Educ. ) New models of Leadership requires develop Intellectual Leadership Do Things Right – Do Right Things

Leadership Styles Instructional Transformational Situational

The Fifth Discipline by P. Senge Intelligent Organizations exploit the collective expertise, talents and abilities of all people who want succeed as a team • Systems Thinking • Personal Mastery • Mental Models • Shared Vision • Team Learning Processes taking place inside have training educational character Schools as Learning Organizations

Factors related to psychological processes involved in the teaching - learning foreign languages The subject factors Individuality conditioned by objective factors. cognitive, affective factors and social interaction External factors / environmental features (Vygotsky, Luria, and Wertch) no related to willingness Social and cultural factors: different social backgrounds, socioeconomic and cultural characteristics Educational and institutional factors: policies and systems, institutional characteristics, methodologies, schedules, and the educational environment

Teaching techniques in English as a second language Approach Language Learning Language Teaching Direct Method Everyday spoken language Associate meaning spoken language no with the TL directly. native translation Communicative Language Communicative competence. Interact with others information gaps, negotiate meaning. role plays, games. Suggestopedia Meaningful texts. Overcome Desuggest psychological limitations barriers to learning. Teacher- students Community Language Learning interpersonal Induce grammar, get independence Supportive teacher, reduce anxiety and fears holistic humanistic. Cooperative learning Work together effectively Learning from each other in groups. Teach collaborative or social skills Multiple intelligences Students have unique strengths. Learn how to learn. Teach learning strategies, variety of activities relationships. Student generated

Hypothesis The practice of an effective management and leadership in the English Area staff will improve the ESL teaching and learning process of the high school students at UEE La Dolorosa, Quito, during the first term of the school year 2011 -2012”

Methodological Design Study conducted Documentary Descriptive Exploratory Field research Data Analysis Descriptive, Deductive Analytic-synthetic, Statistical The problem as it happens in Real Context Identify components of the problem

Methodological Design Population (UEE la Dolorosa High School) 373 Students 4 English Teachers SIMPLE RAMDOM SAMPLE N= population z= Confidence 95%= 1, 96 o= 0, 5 standard deviation e= 0, 05 sample error 190 Students 4 English Teachers Authorities Principal Vice principal

The steps of chi-square test : Write the observed frequencies in column O Figure the expected frequencies and write them in column E. Use the formula to find the chi-square value:

The steps of chi-square test : Find the df. (N-1) Find the table value (consult the Chi Square Table. ) If the chi-square value is equal to or greater than the table value, reject the null hypothesis. The critical value is 226, 413. X² = (O - E)² E O Observed Frequency in each category E Expected Frequency in each category df is the "degree of freedom" (n-1) X² is Chi Square Chi square= 2383, 29 Chi-square is larger than the critical value, therefore the Null Hypothesis is rejected.

The Research Participants Nº Instrument Aspects Data Students 190 Survey English teachers leadership and classroom management style 93% teachers have attitude and skills to motivate students. 83% teacher maintain a high control over students , are inflexible. 94% decisions by consensus. 89% teacher affects their learning process. 85% learning environment is harmonious and stimulating. Teachers 4 Survey Their own leadership and classroom management style 75% attitude and skills to motivate students to their own improvement. 75% must exert high control over students. 50% make decision by consensus with students. 100% leadership inside the English area is based on monitoring and controlling. 100% leadership style affects the learning process. 75% there is not a team work for decision making when changing learning methodologies

General Conclusions National Education Association 36% Null hypothesis was rejected “Negative students attitudes and discipline” “Teacher lost control of classroom becomes difficult vertical and hierarchical leadership to take control. Moskowits affects theagain” teachers’ leadership& Hayman Time it takes to correct misbehavior Leadership Caused style used in class affects the teaching by poor leadership skills learning processes Results in aand lower rate of academic commitment

Recommendations The English area teachers should modify their instructional leadership style, to a situational and transformative. Develop strategies to maintain English area staff strengths. Regarding to leadership, the institution should change the leadership style. To present the research results to the authorities and the English. Train teachers continuously on educational leadership and management.

Proposal Workshops at UEE "La Dolorosa" for teachers and authorities on the new models of executive management and leadership Specific objectives: Provide current theoretical framework to interpret and understand these new trends Provide methodological strategies and resources to carry out effective management and develop an adequate job of counseling and educational supervision.

Emphasis on the active and interactive presentations together with participants activities, formal discussion and presentation of conclusions. Individual and small group activities on the principles and practices developed in the workshop. Methodology We will work with case analysis and permanently reference theory to reality.

Program Objectives Strategies Responsible Provide current theoretical framework to interpret and understand the complex dynamics of educational management and leadership. To convoke a Project work session. proponent Perform roles dynamic. Analyze the characteristics of the roles played in the dynamics. Convey theoretical information through the demonstration method. Resources Assessment Overview of trends and theories of management and leadership. Computer, projector, whiteboard and markers classroom, lunch. Issues agreed

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