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The present study is concerned with assessing the factors which affect principals' roles as change facilitators in the area of curricular innovation. It is designed to identify the prevailing modes of principals' change facilitator leadership styles in curricular related activities and to estimate the relative predictive ability of policy, strategy (i.e. values), organizational and background factors in explaining the variance of these leadership styles. A random sample of 69 principals from the school district of one of the largest cities in Israel participated in the study. Three mutually exclusive modes of principals' change facilitator leadership styles — Responder, Manager and Initiator — emerged from the analysis. The totality of the factors in the research model explained 20, 31 and 48 percent of the variance respectively in the three styles. Results indicate that background and organizational factors contribute relatively more in explaining the variance in these modes than policy and strategy factors.

The need for developing new entrepreneurial ways of thinking and acting has been in the agenda for the Organisation for Economic Co-operation and Development and the European Union countries. In line with their agenda, the Nordic Council of Ministers has been preoccupied with the development of entrepreneurial mindsets among the adult population. Seeking to meet the urgent need for developing entrepreneurial thinking, the Nordic Network for Adult Learning, together with the Nordic Council of Ministers, has elaborated and tested a Scandinavian model for stimulating entrepreneurial mindsets through the transformative learning circles. Based on the study of the TLC pilot project, this chapter explores the process of facilitation of entrepreneurial learning. The literature on entrepreneurial learning and education emphasises on the importance of facilitation; however, this issue is yet to be addressed in-depth. This chapter seeks to fill in this gap and contribute to our understanding of the role that facilitators play in the entrepreneurial and transformative learning processes. Drawing on the social constructionist approach to learning, this chapter discusses how facilitators and learners (entrepreneurs) become co-creators of knowledge and learning experiences.

Looks at the concept of facilitation and suggests that it is a little understood phenomenon. It is, however, something that is used continually to assist the process of meetings and management training programmes. Asserts that facilitation can be better understood if the behaviours that constitute it are analysed. These behaviours can be defined as intellectual command, creative group catalyst, incentives approach and the supportive coach. Once the behaviours have been recognized, it is then possible for facilitators to choose the correct one for the occasion or to develop themselves in certain styles where they feel this to be necessary.

This paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators.

Participants included 614 K‐12 teachers across the state of Florida involved in the Enhancing Education Through Technology competitive grant program. Teachers completed the CFSQ to assess their overall perceptions of their principals in supporting a technology integration initiative. Confirmatory factor analysis (CFA) was employed and carried out to verify the instrument factor structure. Five models were developed based on theory and practice, and were tested using CFA.

The results showed the evidence of the CFSQ's reliability and validity.

Further research was recommended based on the results and limitations of this study.

Little research has connected principal style to classroom technology adoption. The researchers conducted the reliability and validity testing on the CFSQ, an instrument designed to measure the leadership style of the school principal as a change facilitator. This study provides important validity evidence for the broader implementation of the CFSQ in future research studies. It could shed light on the design and development of a rigorous instrument in educational research. It can promote more research on technology‐supported education and student learning outcomes considering the need for more reliable and valid instruments in this field.

For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).

Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.

In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.

The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.

The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

This study aims to asses students’ sustainability consciousness (SC) in relation to their perceived teaching styles in seven public sector institutions in Pakistan.

A survey technique was used to collect data from respondents. Grasha’s (1996) Teaching Styles Inventory and Gericke et al.’s (2019) Sustainability Consciousness Questionnaire were used to collect data pertinent to teachers’ teaching styles and students’ SC, respectively. This study’s population was 1,986 students studying in seven educational institutions. A sample of 993 students was selected for the study. Out of the 993 questionnaires distributed, only 753 respondents returned the questionnaire completely filled, resulting in a response rate of 75.83%. Descriptive statistics and structural equation modeling (SEM) were used to analyze the data.

The results show that students’ mean scores on environmental and social dimensions were higher compared with the economic dimension. Similarly, students’ scores were relatively higher on the knowledge and attitude dimension while lower on the behavior dimension. Moreover, the expert and formal authority teaching styles were the most prevalent teaching styles. Furthermore, SEM results show that various teaching styles affected students’ knowledge and attitude; however, only the delegator teaching style affects all three dimensions of SC.

This research has implications for educational institutions and policymakers to ensure dedicated efforts to promote and integrate education for sustainable development into the educational system and achieve sustainability goals by 2030.

The study findings will help future teachers to effectively integrate sustainability education into their classrooms.

This research expands the discussion on the effectiveness of various teaching styles on SC in teacher education programs.

This paper explores the themes and implications, concerning the role of the supervisor as a facilitator of knowledge sharing in teams. After describing the strategic context for devolving human resource responsibilities to line managers, the paper defines and discusses the line manager/supervisor role. The barriers to learning in the workplace are considered. It is suggested that supervisors, through their devolved responsibility for people (which, by implication, includes learning and development) have an influence as facilitators promoting knowledge sharing within their teams. The paper examines whether the supervisor's intervention as a facilitator, could provide the important link leading to the sharing of individual and collective tacit knowledge in teams.

The purpose of this paper is to describe a study which investigated the diverse needs of multiple stakeholders in an adapted sex offender treatment programme (ASOTP) and then evaluated a pilot programme set up to respond to the identified needs efficiently and effectively. The paper reports on an innovative approach to delivering ASOTP in secure learning disability services. It aims to address many of the criticisms and concerns of conventional closed format programmes, particular in the climate of value for money and payment by results.

The multiple views of stakeholders were identified by means of questionnaires and semi‐structured interviews in order to ascertain the key issues necessitating change. Stakeholders included purchasers of Partnerships in Care Learning Disability Services (PiC LDS), referred clients, internal and external clinicians involved in their care, group facilitators and, in some cases, clients' families or advocates. A rolling format ASOTP (based on the content of the Prison and Probation Service ASOTP) was designed and piloted to address highlighted needs, including time frames for the commencement and completion of treatment.

Initial feedback obtained by means of structured interviews and discussions with all stakeholders has been positive. In particular, participants have shown an increase in motivation, knowledge, and, unexpectedly, enhanced levels of risk disclosure. Facilitators have reported increased satisfaction and decreased stress levels. These findings are tentative in light of the small numbers involved and the absence of a randomised control trial.

This study has a number of implications for future research in terms of improving treatment effectiveness by means of increasing knowledge retention and enhancing risk disclosure, as well as a reduction in facilitator burnout.

The programme was tailored to respond to individual treatment needs within a group setting whilst ensuring programme integrity and effective risk management within a forensic learning disability service.

Describes a 15‐year learning journey, working with clients to develop skills facilitation. Set against the backdrop of the changing role of facilitation in UK business – from the domain of the training room, via use of designated facilitators working with quality groups, to a central place in leadership and management practice. Case studies and details of competence research illustrate different approaches to skills development. Suggests that the influence of context on the facilitation role is crucial, and needs to inform the type of development process suited to a particular situation. Anticipates that facilitation will be acknowledged increasingly as a central process of organization change rather than limited to designated positions. Facilitating in “unknown territory” will require people to discard pre‐prepared scripts, dispense with the safety of “facilitator neutrality” and be open to profound processes of change.

This study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.

This is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.

The results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.

The study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.

The study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.

The paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.