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1 – 7 of 7Yulian Zheng, Haiyan Qian, Shuangye Chen and Allan David Walker
This study examines principal rotation in China to gain empirical insights from the policy analysis and succession strategies that principals employ to gain internal and external…
Abstract
Purpose
This study examines principal rotation in China to gain empirical insights from the policy analysis and succession strategies that principals employ to gain internal and external support in their new schools.
Design/methodology/approach
We employed document analysis and a case study approach. Interviews were conducted with officials in 5 local educational agencies and 40 principals from 5 different regions who were undergoing rotation. Thematic analysis was used to identify common patterns and themes in the interview responses.
Findings
We explored how the principal-rotation policy was implemented, including the goals, standards, targeted principals, tools and other aspects of the policy in China. The study revealed the challenges faced by the rotated principals and their succession strategies.
Originality/value
Our study contributes to the field of educational leadership by shedding light on the implementation and impact of principal rotation in mainland China.
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Dongmin Zhang, Zihui Fang and Min Liao
Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership…
Abstract
Purpose
Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.
Design/methodology/approach
To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).
Findings
This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.
Originality/value
This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.
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Ronni Laursen, Sedat Gümüş and Allan David Walker
Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative…
Abstract
Purpose
Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.
Design/methodology/approach
Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.
Findings
The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.
Practical implications
The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.
Originality/value
Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.
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This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and…
Abstract
Purpose
This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field.
Design/methodology/approach
This paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses.
Findings
The review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be “teacher autonomy,” “autonomy,” “teachers,” “teacher professionalism” and “professional development.”
Originality/value
Despite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.
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Ayubu Ismail Ngao and Guoyuan Sang
Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and…
Abstract
Purpose
Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.
Design/methodology/approach
Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.
Findings
The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.
Practical implications
The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.
Originality/value
To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.
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Adelinda Araújo Candeias, António Portelada, Adriana Félix and Edgar Galindo
The development of educational models that prioritize the well-being and sustainability of educational communities has become increasingly important in recent years. The purpose…
Abstract
Purpose
The development of educational models that prioritize the well-being and sustainability of educational communities has become increasingly important in recent years. The purpose of this study was to explore the impact of teachers’ training in strategies for implementing a multidimensional approach to classroom well-being through the Teacher Centred Coaching Model on well-being in the classroom – teachers and students well-being.
Design/methodology/approach
Through a qualitative design, the authors conduct the present study to assess the perceptions of elementary teachers regarding their own competency development and that of their students during a 25-h intervention program. The study involved teachers (n = 8) and their 8–15-year-old students (n = 423). The “Teachers Perception of SWCI Impact on students” questionnaire was used to collect student data, while teacher competency data was obtained through individual interviews entitled “Strategies for Well-being in the Classroom Intervention”.
Findings
The analysis of the data showed that teachers believed that improving well-being strategies could benefit the personal development of both themselves and their students. Furthermore, the study revealed a positive impact on the personal and professional well-being of the teachers who participated in the program. After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation. The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability.
Research limitations/implications
The study involved eight participants, comprising eight females and two males. This number could be seen as a limitation, but in another way, these participants (from all the several regions in Portugal) allow us to reach a level of theoretical saturation of the contents in analysis because they complete all the several moments of training, coaching and implementation of the proposal, and their practices, reflections and actions guarantee the depth of data, as Burmeister and Aitken (2012) and Fusch and Ness (2015) propose.
Practical implications
The teachers emphasized that self-awareness and self-regulated learning had a positive influence on their own well-being, as well as on that of the educational community, by promoting empathetic communication, sharing experiences and implementing good practices aimed at enhancing well-being and sustainability.
Social implications
After completing the program, students displayed improved abilities in attention and concentration, as well as better personal relationships, organizational skills and emotional regulation.
Originality/value
This study adds to both theoretical and practical development of continuing teacher training about social and emotional learning and executive functioning and its possible role in promote the personal development of teachers and students.
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Peng Ouyang, Jiaming Liu and Xiaofei Zhang
Free knowledge sharing in the online health community has been widely documented. However, whether free knowledge sharing can help physicians accumulate popularity and further the…
Abstract
Purpose
Free knowledge sharing in the online health community has been widely documented. However, whether free knowledge sharing can help physicians accumulate popularity and further the accumulated popularity can help physicians attract patients remain unclear. To unveil these gaps, this study aims to examine how physicians' popularity are affected by their free knowledge sharing, how the relationship between free knowledge sharing and popularity is moderated by professional capital, and how the popularity finally impacts patients' attraction.
Design/methodology/approach
The authors collect a panel dataset from Hepatitis B within an online health community platform with 10,888 observations from April 2020 to August 2020. The authors develop a model that integrates free knowledge sharing, popularity, professional capital, and patients' attraction. The hierarchical regression model is used to for examining the impact of free knowledge sharing on physicians' popularity and further investigating the impact of popularity on patients' attraction.
Findings
The authors find that the quantity of articles acted as the heuristic cue and the quality of articles acted as the systematic cue have positive effect on physicians' popularity, and this effect is strengthened by physicians' professional capital. Furthermore, physicians' popularity positively influences their patients' attraction.
Originality/value
This study reveals the aggregation of physicians' popularity and patients' attraction within online health communities and provides practical implications for managers in online health communities.
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