1. What are the challenges that K-12 teachers are currently facing in their schools?

In order to alter
conventional teaching and learning processes and successfully meet challenges such as K-12,
cooperation between all education stakeholders, including academics, entrepreneurs, community
members, and educators, is required. The school challenge in K-12 involves the development of
authentic learning opportunities In order to explain approaches that enable students to learn through
hands-on, collaborative projects that address "real" issues related to their lives, we use the term
authentic learning. Approaches that share a shared interest in authentic learning are challenge-
based, problem-based, project-based and civic learning through community engagement. Students
participating in collaborative led projects enhance the critical thinking and social skills needed for
college and careers. In addition, honest learning has the ability to make learners more active. This is
critical because learners who are not interested in learning are more likely to drop out of school. Also
one of its challenges included the challenge of supporting students’ noncognitive and social-
emotional skill development. Social-emotional learning is a child’s ability to experience, manage, and
express emotions; develop close relationships with others; and actively explore his or her
environment and learn. It also includes the challenge of promoting more profound learning. The
talents, understandings, and mindsets that students need to excel in college and career are part of
deeper learning. This involves non-cognitive abilities such as self-discipline and teamwork, as well
as critical thinking and academic awareness. In addition, deeper learning improves the imagination
and innovation of students and the literacy in information and technology required to succeed in a
digital environment and also the maximization of establishments and facilities that the schools in our
country should have. The K-12 implication creates confused not just the schools administrations and
facilitators but most likely all the students.

2. What leadership functions of teachers need strengthening?

Teachers are responsible for helping students succeed, while administrators prefer to gain credit for
the success or failure of schools. On average, for three to four years, a school administrator stays in
a job or an institution; compared, most teachers stay in the profession for more than a decade and
many stick to a single school. Teachers therefore retain the institutional memory, and they establish
the culture of the school. If more teachers cultivate the mentality of leadership, the school is bound
to succeed. For one, without consulting administration, teachers learn to solve the difficulties of their
career, which saves time and money for a school. In addition, teacher-leaders tend to be less
socially isolated, which among American educators is a common issue. Due to the overwhelming
work they have to do every week, many teachers tend to feel isolated from society, and isolation is a
dangerous indicator of a number of health problems. Teachers will, however, avoid feelings of
alienation by learning how to act as a leader. Ultimately, educator-leaders appear to display more
professional progress than their non-leader peers. Teacher leaders should strengthen the mindset
and more likely to pursue academic advancement and perhaps through advanced degrees that
would support them in their career, and are more likely to achieve personal goals that are unrelated
to work, making teacher leaders' workforce happier, healthier, and more capable of helping students
excel