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11 – 20 of over 2000Philip Hallinger, Donnie Adams, Alma Harris and Michelle Suzette Jones
Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the…
Abstract
Purpose
Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years.
Design/methodology/approach
Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies.
Findings
The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality.
Research limitations/implications
The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research.
Social implications
The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality.
Originality/value
This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.
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Fatemeh Abbaspour, Rezvan Hosseingholizadeh and Mehmet Şükrü Bellibaş
Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap…
Abstract
Purpose
Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.
Design/methodology/approach
This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.
Findings
Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.
Originality/value
We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.
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Ramazan Cansoy and Hanifi Parlar
The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.
Abstract
Purpose
The purpose of this paper is to examine the relationship between school principals’ instructional leadership behaviors, teacher self-efficacy, and collective teacher efficacy.
Design/methodology/approach
The participants were a total of 427 teachers working in elementary, middle, and high schools located in the Cekmekoy district of Istanbul. The data were gathered through the “Effective School Leadership Scale,” the “Teacher Self-Efficacy Scale,” and the “Collective Efficacy Scale.” Arithmetic mean, Pearson product-moment correlation coefficient, and multiple linear regression analysis were used in the data analysis.
Findings
The results revealed positive and significant relationships between school leadership, teacher self-efficacy, and collective teacher efficacy. In addition, effective school leadership behaviors and teacher self-efficacy perceptions were found to be positive and significant predictors of collective teacher efficacy perceptions.
Originality/value
School principals can implement practices to enhance teachers’ competence, to make them feel more effective and competent as a group. In this sense, teachers who do not feel competent can be guided by those who have more experience in the profession. Additionally, opportunities through which they can experience success can be created for these teachers.
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While school leaders have commonly functioned as school managers, the urgency for improving learning outcomes highlights the need for school leaders to function more as…
Abstract
While school leaders have commonly functioned as school managers, the urgency for improving learning outcomes highlights the need for school leaders to function more as instructional leaders. However, a number of barriers exist in exercising instructional leadership in the developing country context. School leaders often lack capacity for instructional leadership and operate under significant constraints, such as chronic shortage of materials, operating funds, and staff development resources. Knowledge about cultural and organizational factors influencing school leadership behaviors can inform conditions for strengthening instructional leadership. This discussion essay provides a framework for expanding comparative and international inquiry into the challenges of instructional leadership in terms of the principal–agent problem, school leader sense of self-efficacy, and the integration of teacher incentives.
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The purpose of this study is to investigate the influences of system and instructor factors on e‐learning effectiveness under the interactions of computer self‐efficacy. In this…
Abstract
Purpose
The purpose of this study is to investigate the influences of system and instructor factors on e‐learning effectiveness under the interactions of computer self‐efficacy. In this study, the factors of the e‐learning system are functionality, interaction, and response. The factors of the e‐learning instructor are attitude, technical skills, and instructional method. The moderating effects of learners' computer self‐efficacy are examined.
Design/methodology/approach
The study surveyed general employees in the financial services industry in Taiwan. A questionnaire was developed to measure participants' perceptions. Four hundred questionnaires were sent out, and 362 were returned. Of these, 314 were valid, leading to a return rate of 78.5 percent.
Findings
The results of data analysis indicate that both system and instructor factors have significant positive influences on e‐learning effectiveness. Learners' computer self‐efficacy has a moderating effect on the relationship between system functionality and training effectiveness. The higher the computer self‐efficacy, the stronger is the relationship between functionality and effectiveness, and vice versa. However, computer self‐efficacy does not have a significant moderating effect on the relationship between other independent variables and training effectiveness.
Originality/value
Since both system and instructor factors have positive influences on e‐learning effectiveness, HRD managers need to pay more attention to issues in both areas. High computer self‐efficacy can result in better training effectiveness; therefore, it is necessary to pay attention to enhancing employee computer skills and their confidence in using e‐learning.
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E. Othelia Lee and Elizabeth Bertera
This study examines the use of an instructional technology of utilizing the online forum as a tool for improving self‐efficacy related to cultural competency among social work…
Abstract
Purpose
This study examines the use of an instructional technology of utilizing the online forum as a tool for improving self‐efficacy related to cultural competency among social work graduate students. As a supplement to face‐to‐face classes, students (n=103) were encouraged to participate in an Online Diversity Forum (ODF).
Design/methodology/approach
Forum participants assessed their perceived level of self‐efficacy related to cultural competency knowledge, attitudes, and values by an end of semester survey.
Findings
Overall, students rated their improvements in self‐efficacy as high for most criteria studied; the largest perceived improvement was on items measuring interaction with fellow students. Two class sections (n=34) had online postings reflecting a climate of disrespect for other students and for the instructor, while the other four sections (n=69) had positive climates that had no disrespectful or inappropriate postings. Participants in the positive forums increased self‐efficacy significantly more than those in the negative climate forums.
Practical implications
Our findings suggest that ODF can be a useful adjunct to multicultural education when a positive climate for dialogue is created. Future research should explore ways to design and manage online forums to enhance positive learning climates while reducing negative uses that may serve as a barrier to constructive dialogue and learning.
Originality/value
This paper illustrates an innovative educational strategy of using ODF and evaluation research.
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Aikaterini Gkolia, Belias A. Dimitrios and Athanasios Koustelios
The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between elementary and secondary teachers’ background characteristics and constructs of self-efficacy, using the Teachers’ Sense of Efficacy Scale – TSES, during a difficult economic period for Greece and other European countries.
Design/methodology/approach
Equation modeling techniques were used to examine the construct validity of Greek version of TSES and second to examine teachers’ self-efficacy profile in primary and secondary schools during a difficult economic period for Greece and other European countries.
Findings
The findings of the study, using the equation modeling techniques, revealed that a multidimensional first-order three-factor model fits well to the data using multiple-group analysis, the results of the study indicate that background characteristics, such as teachers’ gender, teaching experience, educational level (elementary and secondary level) and age affect their self-efficacy factors (efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management).
Research limitations/implications
The data of the specific analysis is based on centralized education systems during a difficult economic period. For improvement, future research using longitudinal approaches may give further important factors across different academic years and across the same individuals. Further research is also required in order to investigate the relationship between self-efficacy and students’ achievement.
Originality/value
The originality and value of the current manuscript highlights the confirmation and the interpretation of latent factors measuring elementary and secondary school teachers’ self-efficacy (TSES) based on a centralized educational system.
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This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and…
Abstract
Purpose
This purpose of this study is to examine the relationship between teacher collective efficacy and three components of teacher self‐efficacy – instructional, social, and management. In addition, teacher role and school level are suggested as moderators.
Design/methodology/approach
The study design examined the relationship between teacher collective efficacy and self‐efficacy over time. Data were collected from 97 junior and senior high school teachers.
Findings
The study finds that collective efficacy was positively associated with self‐efficacy, with teacher role moderating the association of two components of self‐efficacy: social and management. Also, managerial staff members showed higher levels of self‐efficacy.
Research limitations/implications
It is possible that high school teachers and junior high are not easily distinguished. Also, the ns may not have been large enough to detect significant group differences. Furthermore, given that all scales were self‐report measures, common method variance may have affected the findings.
Originality/value
The present study demonstrates the significant association between collective efficacy and self‐efficacy. Moreover, role in the organization moderates the association between collective and self‐efficacy.
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Insung Jung, Sook-Kyoung Choi and Masayuki Kudo
Online collaboration allows the learners to exchange ideas and views beyond time and space constraints and can improve the richness and quality of learning experiences. It…
Abstract
Online collaboration allows the learners to exchange ideas and views beyond time and space constraints and can improve the richness and quality of learning experiences. It promotes co-construction of knowledge, offers authentic learning contexts, and also enables learners to become more cognitively and affectively engaged. However, there is also evidence that online collaboration presents psychological difficulties or stress for learners. Even though a certain level of stress can stimulate a learner's physical and mental functions and enhance learning performance, it is generally agreed that persistent or excessive stress leads to negative beliefs, and results in poor learning performance. This paper will explore instructional design strategies that help learners mitigate stress in an online collaborative learning environment in the Asian context, based on the results of a study that identified important factors influencing learners' stress in online collaboration where English was used as a medium of communication. Four stress factors in English-based online collaboration in a high context culture in Asia are: Self-efficacy, instructional design, technology use, and collaborative process. Instructional strategies to promote self-efficacy, especially language self-efficacy, match Asian learners' learning styles to online collaboration, reduce fear of using online technologies in interactions, and scaffold and facilitate collaborative process will be offered in the paper. The paper will highlight the importance of considering both individual features of learners and socio-cultural aspects of learning environments in instructional design.
Dian Arief Pradana, I. Nyoman Sudana Degeng, Dedi Kuswandi and Made Duananda Kartika Degeng
This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.
Abstract
Purpose
This case study examines the experiences of 20 student teachers at an Indonesian private university in enhancing their self-efficacy in utilizing instructional technology.
Design/methodology/approach
The participants of this study had different cultural backgrounds and spoke different indigenous languages. Situated in diverse classroom settings, the participants were interviewed using online platforms to examine their learning experience when learning to integrate technology into teaching. Furthermore, observational data were collected through photographs taken during the learning process to triangulate the findings.
Findings
Grounded in case study analysis, the study reveals three emerging themes indicating the development of the preservice teachers' confidence in multilingual classrooms: (1) designing technology-mediated learning activities, (2) using learning technology to foster students' autonomy in learning and (3) promoting peer engagement in diverse classrooms through technology-based learning. Furthermore, the participants demonstrated their ability to develop self-efficacy in overcoming the challenges associated with technology use in education by adapting, innovating, and collaborating.
Research limitations/implications
The study has three limitations. First, the limited number of participants involved in the study restricts the generalizability of the findings and does not allow for testing the potential influence of variables such as age, gender or experience on preservice teachers' beliefs. Second, limitation pertains to the reliability of self-report data provided by the preservice teachers. Given that self-efficacy can fluctuate over time, a longitudinal study is needed to investigate whether preservice teachers' self-efficacy in utilizing technology for learning evolves over time. Third, while the study was conducted in diverse classroom settings, it lacks an in-depth exploration of how cultural diversity impacts the learning outcomes of these preservice teachers.
Originality/value
The findings suggest that nurturing the technological self-efficacy of preservice teachers enhances their competence in technology-mediated pedagogy, both during the pandemic of COVID-19 and in the future.
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