The Impact of ICFP Trained Graduate Teachers with Seven Years of Experience on Student Learning Accomplishment in Primary Schools in Baucau, Timor-Leste

Salvador Magno Ximenes

doi:10.59890/ijasr.v3i4.2

Authors

Salvador Magno Ximenes Instituto Católico para a Formação de Professores (ICFP) Baucau

DOI:

https://doi.org/10.59890/ijasr.v3i4.2

Keywords:

Teacher Leadership, ICFP Graduates, Student Learning, Collaborative Practice, Primary School

Abstract

This study examines how teacher leadership influences student learning outcomes in primary schools located in Baucau, Timor-Leste. The study examined nine ICFP graduates who possess a minimum of seven years of teaching experience. This study employed a mixed-methods approach to gather data through questionnaires and open-ended interviews. The investigation delves into aspects such as leadership style, peer collaboration, professional conduct, and the perceived impact on student outcomes. The quantitative data used descriptive statistics and examined qualitative responses through thematic analysis. The results indicate that ICFP graduate educators play a crucial role in fostering collaborative practices and enhancing student engagement. The investigation underscores the necessity for organised leadership development and collaborative opportunities to improve teaching quality and learning outcomes in the primary education system in Timor-Leste

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