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Open Access
Article
Publication date: 22 November 2022

Omotayo Adewale Awodiji and Suraiya R. Naicker

Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic…

1088

Abstract

Purpose

Teachers at all levels of the education system are expected to model leadership qualities to students. Leadership qualities of level advisers (LAs) are regarded as charismatic, pragmatic, ideological and innovative (CPII) in this study. This study compared the leadership qualities of LAs in universities in Nigeria as perceived by students. The purpose of this paper is to compare the leadership qualities of LAs in universities in Nigeria as perceived by students.

Design/methodology/approach

A survey-comparative design of a quantitative research approach was used. Two universities were purposively selected and the convenience sampling method was applied to select 207 participants.

Findings

Findings revealed that LAs of the private university exhibit a slightly higher level of leadership qualities than those from the public university based on the students' assessment (t (207) = 2.19 and ρ = 0.029 < 0.05).

Research limitations/implications

The study concluded that universities should organise regular workshops for LAs on innovative leadership to stimulate 21st-century learners to achieve their educational objectives.

Practical implications

It is therefore recommended that universities should organise a regular workshop for LAs on an innovative leadership model that promotes 21st century students to achieve their educational objectives.

Originality/value

In practice, the study of this kind is timely, given that academic advisers or advisers are very influential on student achievement and success. Thus, the outcome will educate the academic advisers on the leadership qualities that will enhance their role in the 21st century. In addition, it will add to the literature on university LAs' leadership skills in Nigeria and other nations of Africa. Most literature available in the context is mainly from America.

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Open Access
Article
Publication date: 2 February 2021

Wellington Williams

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover…

Abstract

Disruptive students in the classroom can affect classroom dynamics and individual teacher-student interactions. The purpose of this qualitative research study was to discover perceptions female teachers harbor toward misbehaving African-American elementary school males. The study incorporated a narrative inquiry to investigate perceptions female teachers have toward African-American male elementary school students. The research project involved a purposeful sample of eight female elementary teachers, four African-American teachers and four Caucasian teachers from one public school district in the southeastern United States. The female teachers reflected on their lived experiences and perceptions derived from experiences and encounters they have with African-American elementary school males. Data collection from the study occurred through individual responses from a survey and follow-up telephone interviews. From teacher's descriptions of perceived successes and failures, coded commonalities in reports, labeled themes, conclusions, and recommendations resulted from data collection and analysis. The findings revealed some African-American male elementary school students misbehave in the classroom and others do not. The term “misbehave” is based upon the experiences and type of interactions and exchanges teachers had with African-American male students in the classroom and African-American males outside the school environment. Gender, culture, and language may factor in creating effective teacherstudent interactions to enable better relationships and student outcomes.

Details

Emerald Open Research, vol. 1 no. 14
Type: Research Article
ISSN: 2631-3952

Keywords

Open Access
Article
Publication date: 9 May 2023

Waqar Ali Shah and Asadullah Lashari

This paper discusses the challenges that two doctoral researchers faced while researching religious minorities and women in a culturally sensitive society such as Pakistan. Their…

1018

Abstract

Purpose

This paper discusses the challenges that two doctoral researchers faced while researching religious minorities and women in a culturally sensitive society such as Pakistan. Their shared interest in sensitive topics related to gender and minorities in Pakistan led both researchers to collaborate in this study to provide a better understanding of issues in qualitative research in the same research context. They discuss the challenges of interviewing participants within the educational context. They also suggest some ways to overcome such challenges.

Design/methodology/approach

Based on Foucualt's writings on regimes of truth, discourse and systems of exclusion, the authors in this study analyze how patriarchal and faith-based regimes of truth constrain some discourses that affect participants’ willingness and insights to reflect on the issues freely.

Findings

While reflecting on their experiences in data collection, authors report that qualitative researchers struggle to access participants to investigate issues related to gender subjectivities and minority faiths in educational contexts in developing societies like Pakistan. Researchers face a variety of problems, from their own positionality to participants’ access to their responses. The reason for this is patriarchal and religious regimes and also their intersecting relations that restrict participants’ ability to reflect on their issues. Minorities in Pakistan are often prevented from expressing their views freely by blasphemy fears. The discourses of gender are also sensitive. Therefore, the study suggests that in societies such as Pakistan, where religion and gender are emotive terms, the problem can be handled by counter-discourses that challenge truth regimes by conceiving research as a transformative practice. Moreover, such societies require a policy for protecting researchers and participants in the interest of knowledge production and dissemination.

Originality/value

This study is originally based on the primary data used in two doctoral studies.

Details

Qualitative Research Journal, vol. 23 no. 5
Type: Research Article
ISSN: 1443-9883

Keywords

Open Access
Article
Publication date: 29 August 2023

Chuan-Chung Hsieh, Yu-Ran Chen and Hui-Chieh Li

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the…

1924

Abstract

Purpose

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.

Design/methodology/approach

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

Findings

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.

Originality/value

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.

Details

Journal of Professional Capital and Community, vol. 9 no. 1
Type: Research Article
ISSN: 2056-9548

Keywords

Open Access
Article
Publication date: 9 November 2018

Jeremy D. Visone

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban…

2760

Abstract

Purpose

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities.

Design/methodology/approach

TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders.

Findings

Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity.

Research limitations/implications

Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors).

Originality/value

The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 25 January 2023

Antonios Kafa

This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular…

4145

Abstract

Purpose

This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.

Design/methodology/approach

Data were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.

Findings

The findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.

Research limitations/implications

The findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.

Originality/value

This piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.

Details

International Journal of Educational Management, vol. 37 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 27 September 2022

Nahed Abdelrahman, Beverly J. Irby, Rafael Lara-Alecio, Fuhui Tong and Hamada Elfarargy

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational…

1012

Abstract

Purpose

The purpose of this study was to explore intrinsic and extrinsic motivations that led 28 teachers of emergent bilingual (EB) students to seek a master's in educational administration with a focus on bilingual/English as a second language (ESL).

Design/methodology/approach

To address the study objectives, the authors used a qualitative phenomenological design. The authors conducted online interviews with 28 teachers of EBs. The authors used the self-determination theory as the theoretical framework.

Findings

Primarily, teachers of EBs were intrinsically motivated to seek the principalship. The authors identified additional motivators that were not found in the previous literature which heretofore was based on general education teachers' responses. Those motivators were, gain advice from mentors, promote cultural awareness, commit to a campus-wide impact, increase awareness of the importance of bilingual/ESL education programs, and foster a relationship with the school community.

Practical implications

Identifying the intrinsic and extrinsic motivators for teachers of EBs who desire to move into a principal position may aid faculty in university principal preparation programs and administrators in school districts to support and mentor these teachers to better serve as leaders in high need schools.

Originality/value

There is little known about intrinsic and extrinsic motivations of teachers of EBs which influence their decisions to change their career paths to become principals.

Open Access
Article
Publication date: 26 July 2023

Puja Khatri, Sumedha Dutta, Preeti Kumari, Harshleen Kaur Duggal, Asha Thomas, Ilaria Cristillo and Silvio Nobis

Intrapreneurial ability (IA) of employees strengthens an organization's internal as well as external growth. Employees' IA makes innovation a continuous practice and augments…

Abstract

Purpose

Intrapreneurial ability (IA) of employees strengthens an organization's internal as well as external growth. Employees' IA makes innovation a continuous practice and augments organization's intellectual capital (IC). This intellectual capital-based intrapreneurial ability (ICIA) helps professionals to effectively handle changes in the business ecosystem by creating innovative solutions. The onus of assessing and inculcating ICIA is a joint responsibility of both academia and industry. In academia, teacher as a servant leader (TASL) contributes towards building ICIA of working professionals (WP) by enhancing their self-efficacy (SE). The paper aims to strengthen the industry–academia interface by analyzing the role of TASL and SE in influencing the ICIA of WP.

Design/methodology/approach

Using a stratified sampling technique, data from 387 WP is analyzed on SmartPLS-4 to study the interrelationship between the stated constructs and the role of SE as a mediator between TASL and ICIA. PLSpredict is used to study the predictive relevance of the proposed model.

Findings

High R2 = 0.654 shows that 65% of ICIA is determined by SE and TASL; reflecting model's robustness. SE partially mediates the relationship between TASL and ICIA. Results reported a higher ICIA of male WP than their female counterpart. The results indicate the low predictive accuracy of the model.

Practical implications

The proposed model of industry–academia partnership allows assessment of ICIA for enhancing corporate value in the present gig economy. The study also highlights the relevance of ICIA, particularly, for developing economies. In knowledge-driven economy, exploring the new ICIA will help organizations to draft a more robust performance measurement system.

Originality/value

This unique industry–academia partnership studies the role of TASL towards enhancing SE and ICIA of WP. The novelty of ICIA would enrich and provide a new perspective in IA literature. Additionally, the study also examines the role of gender in the ICIA of WP.

Open Access
Article
Publication date: 30 September 2020

Paul Ratanasiripong, Takashi China, Nop T Ratanasiripong and Shiho Toyama

The purpose of this paper is to describe the mental health issues among teachers globally and to investigate the significant factors that specifically impact the mental health of…

5414

Abstract

Purpose

The purpose of this paper is to describe the mental health issues among teachers globally and to investigate the significant factors that specifically impact the mental health of school teachers in Okinawa, Japan.

Design/methodology/approach

This cross-sectional study examined depression, anxiety, stress, self-esteem and resiliency among 174 teachers from seven schools in Okinawa, Japan. The study questionnaire consisted of four parts, including demographic data, Depression, Anxiety, and Stress scale (DASS-42), Rosenberg Self-Esteem Scale (RSE), and Connor-Davidson Resiliency Scale (CD-RISC). Multiple regression analyses were performed to identify predictors of mental health variables.

Findings

Of the 174 teachers, 111 were females (64%) and 60 were males (35%). Average age of participants was 41.65 (SD = 10.07). Average number of years being a teacher was 15.50 (SD = 9.88). There was a significant gender difference in the level of self-esteem. Significant differences in anxiety were found among varying grade levels taught. Regression analyses indicated that resiliency and self-esteem significantly predicted depression, anxiety and stress among school teachers in Okinawa.

Originality/value

This is the first study among school teachers in Okinawa that examined the impact of resiliency and self-esteem on their mental health. To reduce psychological distress common within the teaching profession, social and environmental support should be provided within the school to better foster the successful promotion of teacher resiliency and self-esteem.

Details

Journal of Health Research, vol. 35 no. 6
Type: Research Article
ISSN: 0857-4421

Keywords

Open Access
Article
Publication date: 25 August 2022

Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett and Yingying Zhao

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…

2244

Abstract

Purpose

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.

Design/methodology/approach

The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.

Findings

An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.

Practical implications

VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.

Originality/value

Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

1 – 10 of 487