Search results

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools.

The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling.

Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration.

This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

The role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.

This study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.

The IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.

Teacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.

The study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.

Teachers' expressing candid and natural emotions during teaching and learning processes is of vital importance for the quality and content of education. Because of that reason, it is necessary to explore factors that have a role in teachers' emotional labour. Therefore, the current study aims to test a novel model developed to explore the direct and indirect relations among distributed leadership, teacher autonomy and emotional labour.

The study data came from 1,007 teachers working at 81 state high schools located in 12 different regions in Turkey. To test the proposed model, the authors conducted a mediation analysis of structural equation modelling.

The analysis confirms that teacher autonomy is a prominent mediator in the relationship between distributed leadership and emotional labour.

This study is expected to contribute to the body of research focusing on the effects of leadership on teachers' emotional labour.

Professional learning communities that merge under the same goal in schools where social relationship networks are strong can contribute to creating an atmosphere which provides a basis for innovativeness. In this study the relationships between social capital, innovativeness climate and professional learning communities were examined through the views of teachers working at public schools. The paper aims to discuss this issue.

The data of this study, which utilised correlational survey model, were collected from 734 teachers who work in the Umraniye district of Istanbul, Turkey.

The findings revealed that there is a positive and statistically significant correlation between social capital, innovativeness climate and professional learning communities. The results demonstrated that teachers’ perceptions of social capital in schools affected their perceptions of innovativeness climate and that professional learning communities had an intermediary role in this relationship. These findings showed that the richness in social relationship networks provided a basis for the development of innovative teaching practices in schools and the professional learning environments created in schools contributed to this process.

In this study, the intermediary role of professional learning communities on the effect of social capital on innovativeness climate was analysed via teachers’ views. In the literature no study studying the relationship between social capital, innovativeness climate and professional learning communities was found.

It can be put forward that there is a need for studies that analyse the effect of the roots of social capital on innovativeness culture to identify other variables that may potentially be relevant. In addition, this study may be a contribution to the literature by providing a study on the concepts of social capital and innovativeness climate, which were studied in the fields of social sciences extensively, in educational settings and this supports the field through theoretical and empirical studies.

This study demonstrated the effects of the concept of social capital on innovativeness climate which provides a basis for innovativeness in educational institutions. This topic is currently on the agenda of the OECD and World Bank. Moreover, this study aims to show the intermediary role of professional learning communities in the relationship between social capital and innovativeness climate.

The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation.

In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data.

Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation.

As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust.

This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.

The purpose of this study is to explore the relationship between total quality leadership, social capital development and organizational innovativeness in the school environment. While there are research studies focused on the impact of leadership on implementing quality management practices, innovation and organizational performance, the mediating effect of social capital development has not been explored on the influence of the school leaders.

To achieve the purpose of this study, data collected from 158 principals, who participated in the Teaching and Learning International Survey 2018, were analyzed using structural equation modeling.

This study found that total quality learning-oriented school leaders are supportive of developing social capital in their schools, and such social capital development is very useful to improve organizational innovativeness. Interestingly, social capital development has been found to mediate the relationship between total quality learning-oriented school leadership and organizational innovativeness.

This study submits evidence for two major activities that school leaders perform: learning- and control-oriented activities, both being important for improving and measuring quality in the educational sector. This study clearly shows that control-oriented activities lean toward negatively on social capital while learning-oriented activities strongly and positively influence social capital development. From this study, practitioners can be aware and consciously promote social capital development in schools and that social capital development mediates the influence of total quality leadership and innovation in schools.

Schools can be visualized as guarded communities for creating a secure environment for students in support of learning. This research study shows that the combined cognitive capital, structural capital and relational capital mediate the impacts of total quality leadership on innovativeness in schools. Thus, school leaders should first establish a mechanism to develop social capital among their employees to bring up innovative initiatives.

In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.

The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.

The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.

Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.

Based on the Job Demands-Resources (JD-R) model, this paper aims to investigate the impact of team climate (TC) supporting trust, cohesion and innovativeness on knowledge management (KM) in teams through the mediating role of teamwork engagement (TWEG).

Data were collected from 246 employees working in Tunisian knowledge-intensive firms (KIFs) and involved in 69 service R&D teams. The authors applied the partial least squares-structural equation modeling approach for data analysis using SMART PLS 3.2 software.

Findings provide evidence that TWEG mediates the link between TC characterized by trust, cohesion and innovativeness and KM in teams. In the line of the JD-R model, results also show that such TC provides job resources to team members that act as vitamins nurturing TWEG, which in turn boosts KM in teams.

To shed light on the micro-level foundations of KM, this paper enriches the KM literature through pioneering the examination of the effect of TC on KM in teams. It proposes an extension of the JD-R model through highlighting the TWEG’s mediating role in the motivational pathway leading teams to invest in KM activities under a supportive TC. It provides key insights into the importance for managers to implement team-oriented policies toward cultivating trust, innovativeness and cohesion within teams to create more dedicated, vigorous and absorbed teams in which intrinsically motivated knowledge workers are likely to collectively engage in KM activities.

The purpose of this paper is to provide a new approach towards the understanding of teacher‐student relationships in the context of management education in China, and to promote collaborative learning.

The paper critiqued the current model of management education in China and highlight the reasons from a cultural and historical perspective. With examples from her teaching practices the author argued why a new teacher‐student relationship is necessary in developing China's future managers.

Creativity and innovativeness of Chinese learners can be fostered by a collaborative approach of teaching and learning.

Management educators in China need to challenge their deeply held assumptions about teaching and learning, and actively experiment with new approaches towards developing students' critical thinking ability and creativity rather than reinforce the established power relations between teacher and student.

This paper offers a new perspective towards understanding teacher‐student relationships in China which has the potential to transform both teachers and students, and to contribute to the development of a new generation of competent Chinese managers.