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1 – 10 of over 12000Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these…
Abstract
Purpose
Challenging behaviour among school pupils has been the focus of extensive research in the UK and beyond; however, there has been a lack of recent comparable research on these issues in the further education (FE) sector. This paper aims to report the findings from a larger PhD research examining the introduction of interventions based on restorative justice implemented in colleges. This study focuses on the extent and nature of challenging student behaviour, as explained and understood by the students and staff.
Design/methodology/approach
The author used an interpretivist exploratory case study design and mixed qualitative research methods. The institute considered in the case study, Restorative College (pseudonymised), has education provisions for students aged 16+ years and enrols over 16,000 students annually. In the academic year 2017/2018, Restorative College committed itself to becoming a “restorative” institution. Data collection consisted of three stages (including semi-structured interviews, analyses of institutional policy documents and focus group discussions) and was conducted over 14 months.
Findings
The extent and nature of challenging student behaviours in the FE sector are significant and merit further research and analysis to support policy development.
Research limitations/implications
Given the research methods adopted (single case study and qualitative research), the findings do not necessarily represent experiences across the FE sector.
Originality/value
This study emphasises the need to expand research on challenging behaviour in the FE sector, which has been limited thus far, also making a contribution in this direction.
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Drawing on the transformational leadership theory, this study empirically tests the relationship between individual-focused transformational leadership (IFTL) (i.e. individualized…
Abstract
Purpose
Drawing on the transformational leadership theory, this study empirically tests the relationship between individual-focused transformational leadership (IFTL) (i.e. individualized consideration and intellectual stimulation) and change-oriented organizational citizenship behavior (Ch-OCB), proposing the mediating mechanism of job crafting. Also, this study examines the moderating role of employee resilience on the relationship between job crafting and Ch-OCB.
Design/methodology/approach
A nested data model using a 4-wave time-lagged sample of 210 employees–supervisors dyads from Indian information technology (IT) organizations was tested using hierarchical linear modeling.
Findings
The study results showed a significant association between IFTL and Ch-OCB. Furthermore, job crafting mediated the relationship between IFTL and Ch-OCB. Additionally, the findings indicate that the positive relationship between job crafting and Ch-OCB was found to be stronger when employee resilience levels were higher.
Practical implications
The study offers significant practical implications to managers, counselors and human resource management (HRM) practitioners for stimulating Ch-OCB. The study findings would aid HRM practitioners in designing individualized-oriented leadership programs to encourage employees to exhibit proactive job-crafting behavior, further augmenting Ch-OCB.
Originality/value
This paper adds to the existing transformational leadership literature by proposing new pathways through which IFTL stimulates job crafting, further leading to enhanced Ch-OCB. Mainly, research studies need to shed more light on leadership characteristics that influence employees' proactive and adaptive work behavior, i.e. job crafting and Ch-OCB. Essentially, this study examined the underlying mechanism through which IFTL relates to employees' Ch-OCB.
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Michelle She Min Ngo, Michael J. Mustafa, Craig Lee and Rob Hallak
How does a manager’s coaching behaviour encourage taking charge behaviour among subordinates? Although prior research has found a positive association between managerial coaching…
Abstract
Purpose
How does a manager’s coaching behaviour encourage taking charge behaviour among subordinates? Although prior research has found a positive association between managerial coaching behaviour and employee performance, to date few studies have examined its effect on proactive behaviours in the workplace such as taking charge. Drawing on social exchange theory (SET) and social cognitive theory (SCT), this study develops a theoretical model to examine the mediating effects of work engagement and role breadth self-efficacy (RBSE) in the relationship between managerial coaching and subordinates taking charge. Additionally, drawing on social role theory (SRT), we test whether our proposed relationships are contingent on subordinates’ gender.
Design/methodology/approach
We tested our proposed moderated-mediation model using empirical data collected across two waves from 196 employees within a large Malaysian services enterprise. Partial least squares structural equation modelling was used to test the proposed hypotheses.
Findings
The results revealed that managerial coaching has a significant, positive relationship with taking charge, work engagement and RBSE. However, only work engagement was found to partially mediate the relationship between managerial coaching and taking charge. Subordinates’ gender was found to positively attenuate the direct effect between managerial coaching and taking charge among females. However, the mediating effects of work engagement and RBSE in managerial coaching and taking charge were found to be not contingent on subordinates’ gender.
Practical implications
Finding from this study reveals that managerial coaching is useful in shaping employees' taking charge behaviour through work engagement. Hence, organisations should focus on strategies aiming to enhance managers' coaching capabilities.
Originality/value
This study extends the nomological networks of managerial coaching by highlighting it as a predictor of taking charge. Moreover, drawing on SET and SCT to explain the mechanism of managerial coaching and taking charge, we provide a novel perspective on how managerial coaching can influence taking charge. Specifically, we highlight the critical role of work engagement as a key mechanism that influences the relationship between managerial coaching and taking charge. Finally, we demonstrate managerial coaching as a means through which organisations can improve individual functioning.
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Katherine Dewey, Sean Evans, Sarah Horsley and Ellis Baker
Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual…
Abstract
Purpose
Intensive support teams (ISTs) are often poorly understood, despite reports of their effectiveness in managing behaviour that challenges for individuals with an intellectual disability. This paper aims to contribute to the understanding of ISTs through evaluating one IST’s process and their use of positive behaviour support (PBS) as an intervention.
Design/methodology/approach
Participants were obtained from the ISTs discharge database, and pre- and post-intervention data from these participants was used for analysis.
Findings
Three-paired sample t-tests found that there were significant differences between pre- and post-scores on the behaviour problem inventory, Health of the Nation Outcomes Scale for people with Learning Disabilities and periodic service reviews, which measure quality of targeted, individualised support. This indicates that challenging behaviour frequency and severity were lower post-intervention, quality of life improved post-intervention and staff teams implemented recommended strategies more consistently by the end of the intervention.
Originality/value
This service evaluation captured data over seven-year period, which helps to contribute to the understanding of the effectiveness of ISTs and the PBS framework.
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Frederick J. Brigham, Christopher Claude, Jason Chow, Colleen Lloyd Eddy, Nicholas Gage and John William McKenna
Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different…
Abstract
Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.
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Katherine A. Graves, Lindsey Mirielli and Chad A. Rose
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those…
Abstract
This chapter explores the complex intersection between students with disabilities and bullying prevention within educational settings. While bullying impacts all students, those with disabilities face unique challenges that make them more vulnerable to such experiences (Rose & Gage, 2016; Rose et al., 2011). By examining the underlying factors contributing to the heightened risk of bullying among students with disabilities, this chapter aims to provide a more comprehensive understanding of the issue. It delves into the specific ways in which students with disabilities are targeted and engage in bullying behaviors, such as through verbal, relational, or physical, and highlights the negative consequences on their overall well-being and academic performance. Moreover, this chapter examines existing interventions and strategies employed to prevent bullying among students with disabilities. It critically evaluates the effectiveness of individual, classroom, and school-wide interventions, highlighting the need for a comprehensive approach that addresses the unique needs and challenges faced by this subset of students. The importance of collaboration between educators, parents, and other stakeholders in implementing evidence-based practices is also emphasized. By promoting awareness, fostering inclusive school environments, and implementing targeted interventions, we can strive toward creating a safe and supportive atmosphere that enables students with disabilities to thrive academically and socially, free from bullying involvement.
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Nasib Dar, Saima Ahmad, Kamal Badar and Yasir Mansoor Kundi
This paper aims to probe the prevailing belief that engaging in innovative work behavior (IWB) will invariably lead to favorable outcomes. To do so, the paper integrates…
Abstract
Purpose
This paper aims to probe the prevailing belief that engaging in innovative work behavior (IWB) will invariably lead to favorable outcomes. To do so, the paper integrates followership theory and cognitive dissonance theory to investigate the connection between employees’ IWB and despotic leadership, and the mediating role of interpersonal conflict with the supervisor in this connection. Moreover, the moderating impact of the supervisor’s dispositional resistance to change trait on the direct and indirect relationship between IWB and despotic leadership is explored.
Design/methodology/approach
The data were collected through a multi-wave survey of 350 employees and 81 supervisors working in 81 public schools.
Findings
The findings show that IWB has a positive and significant relationship with despotic leadership, and this relationship is mediated by interpersonal conflict with the supervisor.
Originality/value
To the best of the authors’ knowledge, this is the first study that examines the link between IWB and despotic leadership via interpersonal/dyadic conflict and explores the moderating effect of leadership dispositional resistance to change trait in this indirect relationship.
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Danielle Adams, Richard P. Hastings, Ian Maidment, Chetan Shah and Peter E. Langdon
Evidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to…
Abstract
Purpose
Evidence of overprescribing of psychotropic medicines to manage challenging behaviour in people with intellectual disabilities has led to national programmes within the UK to promote deprescribing, such as stopping the overprescribing of medication in people (with learning disabilities, autism or both). To successfully implement deprescribing initiatives, we need to understand how to engage stakeholders in the process.
Design/methodology/approach
In a published systematic review, we reported evidence about the process of deprescribing psychotropic medicines for people of all ages with intellectual disabilities and challenging behaviour. As a part of the original review, we searched for evidence about stakeholders’ experiences of the psychotropic deprescribing process, which was synthesised and reported within the current study.
Findings
Six studies were identified. Involving carers and people with intellectual disabilities, providing ongoing support and improving access to non-pharmacological interventions, including positive behaviour support, may contribute to successful outcomes, including reducing or stopping psychotropic medicines and improving quality of life. Implementing psychotropic deprescribing requires a multidisciplinary collaborative care approach and education for stakeholders.
Originality/value
There have been no previous reviews of stakeholder experiences of deprescribing psychotropic medications for people with intellectual disabilities and challenging behaviour. The existing literature is scant, and further research is needed.
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Cheng-Chen Lin, Szu-Chi Lu, Fong-Yi Lai and Hsiao-Ling Chen
This study aims to examine the effects of coworker incivility on employees' behaviors using a moderated mediation model that conceptualizes coworker exchange (CWX) as a mediator…
Abstract
Purpose
This study aims to examine the effects of coworker incivility on employees' behaviors using a moderated mediation model that conceptualizes coworker exchange (CWX) as a mediator and servant leadership as a moderator.
Design/methodology/approach
The data were collected using a multi-temporal research design. The hypotheses were tested on a sample of 1,272 participants using confirmatory factor analysis (CFA), hierarchical regression analysis and moderated path analysis. In addition, supervisor incivility was added as a control variable to partial out the potential influence on employees' behaviors.
Findings
The results of CFA ensured that all measures had discriminant and convergent validity. In addition, the results of hierarchical regression analysis and moderated path analysis indicated that CWX mediates the relationship between coworker incivility and employees' behaviors. Furthermore, servant leadership exacerbates the negative relationship between coworker incivility and CWX.
Practical implications
Leaders and practitioners should invest in communication training programs for developing employees' communication skills to avoid incivility. In addition to viewing incivility as inappropriate behavior, leaders and practitioners should understand the meaning beyond those incivilities.
Originality/value
This study utilized incivility spiral theory to examine how coworker incivility affects employees' behaviors. The mediated path analysis found that CWX mediates the relationship between these variables, which has been ignored by previous research. Furthermore, this study introduced servant leadership as a moderator to account for the “when” in incivility spiral theory, i.e. what kind of social context facilitates or inhibits the influence of coworker incivility on CWX.
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