A case study on the immersion program: leadership practices among mathematics teachers

Year: 2013

Author: Shahrill, Masitah, Abdul Kani, Nekmahtul Hafizah, Norhakimah Hj Md Nor, Hajah

Type of paper: Abstract refereed

Abstract:
This study examines the leadership practices, through its peer mentoring program called the ‘Immersion Program', in a mathematics department in one of the colleges in Brunei Darussalam. The main aim of the program was to prepare mathematics teachers to teach mathematics lessons effectively in any secondary year levels or at the pre-university levels. Practical trainings were provided by the mentors to mathematics colleagues who have just begun teaching a new level or new to teaching a particular branch of mathematics subject (such as Pure Mathematics, Statistics or Mechanics) or to those who have not been teaching that level/branch of mathematics for a while. Specifically, the program focuses on helping mentees in familiarising themselves with the structure of the mathematics curriculum across the different levels, and assist them to gain more confidence in teaching an existing or new mathematics content.
Data were collected through open-ended questionnaire surveys given to the organiser of the immersion program, as well as the mentors and mentees who had participated or currently participating in the program. The qualitative reports indicated that teachers can have interchangeable roles that exhibit leadership qualities in multiple or overlapping ways. This program helps to provide the mentors and mentees with the opportunity to learn from each other and share ideas and knowledge which are relevant to improving student learning in mathematics. It is worthwhile to highlight the mentees' willingness to learn from their mentors regardless of the number of years of teaching experience possessed by the mentors or in terms of their age differences. Mentees were receptive to ideas as their main priority was to teach mathematics lessons effectively and in turn, to improve their students' learning outcomes and achievements. Indirectly, these were their motivation in doing and continuing with the immersion program. The leadership portrayed in this study strategises the professional learning experience within the context of the college.

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