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Article
Publication date: 25 October 2018

Philip Baron and Anne Catherine Baron

When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such…

Abstract

Purpose

When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven + one common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators.

Design/methodology/approach

Over several years, the authors observed patterns in the ideas and comments surrounding ethically resilient teaching that have arisen in teacher training sessions in both the pre-school and university domains. Through these reflexive communal conversational training sessions, attributes that are commonly associated with ethics and resilience in teaching and learning were identified. These attributes were then clustered into seven groups or qualities which represent the authors (and their participants’) compilation of ethically resilient teachers.

Findings

Ethically resilient teachers are not specific to a single educational level with there being considerable overlap in the qualities that describe ethically resilient teaching in both the pre-school and university levels.

Research limitations/implications

The study considers two educational contexts: pre-schooling and tertiary education only. The outcomes arise from an urbanised South African multicultural context.

Practical implications

The qualities (seven + one) that describe ethically resilient teachers may be used as predictors for ethical resilience in teaching in both the pre-school and university levels.

Social implications

There are many ethical teachers who leave the vocation as they are not resilient. There are many resilient teachers who would not be labelled as ethical. It is proposed that ethics should be a qualifier to the term resilience in terms of teaching and learning for highly effective sustainable pedagogy.

Originality/value

The topic of ethically resilient teaching has not been found in the literature. The authors have proposed that an ethically resilient teacher is one who for various reasons, has found a strategy for continuing in a self-fulfilling vocation as a teacher in which his or her students achieve their goals in a sustainable manner. These teachers are steadfast, hardy and committed, even in the face of turbulence and are deeply concerned with their students’ results and experiences within the classroom.

Details

Kybernetes, vol. 48 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 30 September 2014

Dejana Bouillet, Tea Pavin Ivanec and Renata Miljević-Riđički

The purpose of this paper is to analyse the resilience of preschool teachers, aspects of teachers’ readiness to develop children's resilience and the relationship between the two…

2456

Abstract

Purpose

The purpose of this paper is to analyse the resilience of preschool teachers, aspects of teachers’ readiness to develop children's resilience and the relationship between the two constructs of resilience and readiness.

Design/methodology/approach

Two instruments (the “Resilience Scale For Adults” and the “Questionnaire on the Readiness of Preschool Teachers for Developing Children's Resilience”) were used to collect data on resilience and readiness for developing children's resilience from 191 female preschool teachers enrolled in a graduate education programme in the Faculty of Teacher Education, University of Zagreb, Croatia. Data were analysed by factor analyses and a two-way analyses of variance.

Findings

Results indicate that preschool teachers achieve high results on resilience measures, and that they have supportive attitudes towards programmes for building children's resilience and are willing to implement such programmes in their everyday practice. Those preschool teachers who perceived themselves as more resilient also considered that they were more competent in developing resilience in children. Additionally, preschool teachers who perceived their kindergarten's institutional climate as supportive, felt that they are more competent for fostering resilience in children, and were at the same time more willing to implement programmes for building children's resilience.

Research limitations/implications

The findings suggest that the level of institutional supportiveness is related to preschool teachers’ competence and willingness to foster resilience in children. Those preschool teachers who perceive their institutional climate as supportive feel more willing and competent to implement programmes for developing children's resilience. Additionally, teachers’ competence for developing resilience in children is related to their own resilience: more resilient preschool teachers feel more competent to foster children's resilience. These results suggest that general institutional climate and resilience of those adults who work with preschool children are important aspects of early educational environment, and should be taken into consideration when planning the implementation of programmes for building children's resilience.

Originality/value

This research is the first Croatian research on resilience in the context of early childhood education. It also represents a contribution to a relatively small number of studies that link preschool teachers’ resilience with their readiness to foster resilience in children.

Details

Health Education, vol. 114 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 9 August 2022

Shivangi Verma, Naval Garg and Thangaraja Arumugam

The present study aims to examine the relationship between techno-ethical orientation and ethical decision-making (EDM) in Indian supply chain companies during the COVID-19…

Abstract

Purpose

The present study aims to examine the relationship between techno-ethical orientation and ethical decision-making (EDM) in Indian supply chain companies during the COVID-19 pandemic. It also aims to explore the moderating role of technological frames (TF) in the relationship between techno-ethical orientation and EDM.

Design/methodology/approach

The relationship between techno-ethical orientation and EDM is examined using correlation and regression analysis. The moderating effect of five dimensions of TFs (personal attitude, application value, organisational influence, supervisor influence and industry influence) is analysed using structural equation modelling.

Findings

The correlation coefficient between techno-ethical orientation and EDM is 0.513. Also, the regression coefficient (β = 0.213) is significant at 0.05, establishing a positive linkage between the two. R-square values showed a 45.2% variation in EDM is explained by techno-ethical orientation. Similarly, all variables of TFs have a positive and significant moderating effect on the relationship between techno-ethical orientation and EDM.

Originality/value

This is one of the pioneer studies exploring techno-ethical orientation’s impact on EDM in supply chain companies.

Details

The International Journal of Logistics Management, vol. 34 no. 4
Type: Research Article
ISSN: 0957-4093

Keywords

Abstract

Details

Rewriting Leadership with Narrative Intelligence: How Leaders Can Thrive in Complex, Confusing and Contradictory Times
Type: Book
ISBN: 978-1-78756-776-4

Article
Publication date: 31 August 2021

Tessa Withorn, Jillian Eslami, Hannah Lee, Maggie Clarke, Carolyn Caffrey, Cristina Springfield, Dana Ospina, Anthony Andora, Amalia Castañeda, Alexandra Mitchell, Joanna Messer Kimmitt, Wendolyn Vermeer and Aric Haas

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of…

5253

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

Findings

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 49 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 21 August 2023

Faisal Qamar, Sanam Soomro and Obed Rashdi Syed

Roles and responsibilities of higher education academics (educators) have dramatically changed since COVID-19 outbreak. Considering this, the present study applies servant…

Abstract

Purpose

Roles and responsibilities of higher education academics (educators) have dramatically changed since COVID-19 outbreak. Considering this, the present study applies servant leadership and social cognitive theories to test three determinants of pedagogical resilience, i.e. servant leadership, professional self-efficacy and workplace thriving. The study also tests moderation of professional self-efficacy between servant leadership and pedagogical resilience.

Design/methodology/approach

Applying snowball sampling, time-lagged data were collected on T1 and T2 through survey questionnaire from 205 employees of six higher education institutes (HEIs) in Sindh, Pakistan. For data analysis, the study employed structural equation modeling using SmartPLS.

Findings

Results indicate that servant leadership and professional self-efficacy predict pedagogical resilience of educators. Moreover, professional self-efficacy moderates the relationship between servant leadership and pedagogical resilience.

Research limitations/implications

This study has a few limitations. The study was conducted in HEIs of Pakistan, which are non-profit organizations. Given this, generalizability of findings in profit-making organizations is suggested with caution. Cross-cultural and cross-regional generalizability may also be challenging.

Practical implications

Training, coaching and role modeling may improve efficacy of educators, which is vital to pedagogical resilience. Furthermore, servant leadership attributes (i.e. emotional support and empathy) may also enhance resilience. Rolling-out tailored training programs for boosting professional efficacy of existing faculty could be helpful in building pedagogical resilience. Fostering a culture of teamwork through adopting collaborative and state of the art educational technologies could also enhance self-efficacy, which is vital to resilience. This could be done when vice chancellors, rectors, HODs, etc., adopt servant leadership attributes to play their role by navigating a paradigm shift from traditional teaching platforms and physical meetings to digital educational tools.

Originality/value

Post-pandemic educational management necessitates resilient workforce to handle any uncertain situation. Given this, the authors apply servant leadership and social cognitive theory and introduce a novel construct of “pedagogical resilience”. This paper offers unique theoretical contributions and suggests universities/HEIs to adopt servant leadership model and foster professional self-efficacy of educators for boosting their pedagogical resilience in times of uncertainty. Pedagogically resilient educators may be well equipped to adopt venerable pedagogical competencies, and could contribute significantly to the quality of higher education.

Details

Journal of Economic and Administrative Sciences, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1026-4116

Keywords

Article
Publication date: 29 October 2018

Dai Griffiths

This paper draws on the literature of cybernetics to argue that the resilience of organizations can be diminished by an unconsidered maximization of transparency and…

Abstract

Purpose

This paper draws on the literature of cybernetics to argue that the resilience of organizations can be diminished by an unconsidered maximization of transparency and accountability. In doing so, it critically examines the concept of resilience and the relationship of resilience to neoliberalism.

Design/methodology/approach

A conceptual analysis of resilience is carried out at two levels. First, the use of the concepts of resilience, viability, transparency, accountability and neoliberalism is considered, together with the relationship between them. Second, the management interventions that result from the application of these related ideas are critiqued from the perspective of cybernetics and particularly of variety and black boxes.

Findings

It is shown that within complex social environments, the unconsidered imposition of transparency and accountability as a management strategy may constrain the resilience of the organizations and individuals rather than enhance it. The use of data analytics enhances this tendency.

Research limitations/implications

The theoretical analysis of the relationship between transparency and resilience offers a basis for carrying out empirical studies.

Practical implications

There are practical implications for organizational managers, employees and stakeholders, offering them a means of understanding the systemic threat posed by organizational design decisions which enhance transparency and accountability without taking into consideration the full range of interactions which act to maintain organizational viability.

Social implications

The analysis provides a rationale for resisting the imposition of social policies inspired by neoliberalism.

Originality/value

The bringing together of the concepts of resilience, neoliberalism, transparency and accountability, and their exposure to cybernetic analysis, provides a novel perspective on resilience, and new insights into way that organizations maintain their viability.

Details

Kybernetes, vol. 48 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Abstract

Details

Holocaust and Human Rights Education
Type: Book
ISBN: 978-1-78754-499-4

Article
Publication date: 21 March 2008

Andy Hargreaves and Dean Fink

This article aims to discusses the nature and benefits of lateral approaches to educational change, especially in the form of distributed leadership, that treat schools…

6867

Abstract

Purpose

This article aims to discusses the nature and benefits of lateral approaches to educational change, especially in the form of distributed leadership, that treat schools, localities, states, or nations, as “living systems” interconnected by mutual influence.

Design/methodology/approach

The paper presents a conceptual discussion of the interrelated ideas of living systems, communities of practice and networks. Research examples from England, North America, and Finland are used to underscore the article's argument.

Findings

The article underlines how, within this conception, distributed leadership operates as a network of strong cells organized through cohesive diversity and emergent development rather than mechanical alignment and predictable delivery. However, more deeply and more critically, the chapter also investigates whether, in practice, these lateral strategies are being used to extend democratic public and professional involvement in developing the goals and purposes of education or whether they are being primarily used as motivational devices to re‐energize a dispirited profession into producing more effective and enthusiastic delivery of imposed government performance targets?

Originality/value

The paper provides useful information on developments in distributed leadership.

Details

Journal of Educational Administration, vol. 46 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Book part
Publication date: 13 July 2020

Abeer Salem

This chapter suggests a perspective on dealing with the future as dealing with uncertainty, which necessitates an alteration of the current learning paradigm and the adoption of a…

Abstract

This chapter suggests a perspective on dealing with the future as dealing with uncertainty, which necessitates an alteration of the current learning paradigm and the adoption of a model that, not only accommodates, but also anticipates and embraces diversity, variety, and differences in knowledge. It calls for a model that moves beyond pre-determined content and learned solutions to seeding creativity and cultivating improvization. It approaches education as lifelong learning, as necessarily transformative, creative and authentic. It posits that dealing with the uncertainties of the future requires the acquisition of skills of mitigation and improvization that anticipate, not only mitigate; but to acquire the ability to see and create opportunities out of uncertainty. It endeavors to explore the ways by which higher education can address the need for facing the uncertainties of the future and the complexity of the sustainability challenges.

Details

Introduction to Sustainable Development Leadership and Strategies in Higher Education
Type: Book
ISBN: 978-1-78973-648-9

Keywords

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