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The purpose of this paper is to investigate vocational teaching behaviours in facilitating pedagogical practice concerning students' classroom engagement.

A mixed-method approach with quantitative classroom observations and qualitative field notes was conducted at two higher vocational institutions in Guangdong province, south of China. Sixty lesson observations were rated combining with supplementary field notes from 20 teacher participants analysed through a comparative coding process.

Means of dimensions of teaching behaviours and student engagement were calculated based on taking the averages of the means of items theoretically associated with each dimension. Through thematic analysis of observational notes, vocational instructions and students' engagement in vocational learning environment were more diversified in terms of vocational teaching practice, which manifested that vocational teaching behaviours focused more on adjusting students' practical learning.

The limitation is shown that the quantitative sample is small, yet affords greater depth of data for further discussion.

This study develops its setting and orientation by applying the classroom observation instrument into the Chinese high vocational context and offers more in-depth insights and exploration of the characteristics of teaching practice in vocational classrooms.

The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s.

To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed.

This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change.

School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability.

This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.

Organizational studies fail to examine organizations in terms of the several environments in which they operate, both internally and externally. That is, studies tend to focus on climate, or time, or trust, or leadership. This chapter builds on academic research that discusses organizational environments in ways that show all of these environments are important for organizational understanding, especially for organizational leadership. In particular, this chapter offers a paradigm of understanding organizational leadership realities through multi-level understanding of the organizational environments of climate, knowledge, ethnos, and time.

The chapter first discusses five enviroscapes – climate, knowledge, ethos, time, and leadership. Each of these enviroscapes has two phenotypes – business and commerce. Each of these enviroscapes, with its concomitant phenotypes, is used differently at multiple levels of management and leadership by senior managers, middle managers, and entry-level managers. The scope of organizational reach, in terms of global, regional, and local levels of analysis, provides additional context for the use of enviroscapes. After a review of the theoretical bases for each enviroscape, the chapter applies appropriate theory and models to an extended time case study of land purchase in Indonesia.

The decision by the British Olympic Association to enter a soccer team into the Olympic Games of 2012, having not participated in the Olympic soccer competition since 1960, provided an opportunity to study representation as a predictor of fan identification. The paper aims to discuss this issue.

Using a quasi-experimental research design, the authors empirically validated the value of representation by comparing the identity levels of homogeneous samples of English and Scottish respondents toward the Great Britain Olympic National Football, participating in the Olympic Games of 2012.

Only partial support for four sets of hypotheses was found. In general, there seemed to be low levels of identity of each of the samples with the football team, because neither English nor Scottish respondents perceived the team to be representative of them. Nevertheless, the results support the general notion that representation is a valuable predictor of consumer identification.

Representation has been proposed as a central component of a sport team’s ability to serve as a symbol to their community, which enables the team to benefit from existing fan identities and the community the team is associated with. Yet, an empirical assessment of this phenomenon is lacking.

Over the past decade, studies of school leadership effects have increasingly aimed at identifying and validating the paths through which principal leadership impacts key teaching and learning processes in schools. A recent meta-analysis by Robinson and colleagues identified principal practices that shape teacher professional development experiences in schools as the highest impact path used by instructional leaders. The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.

The study employed a cross-sectional research design and quantitative methods to analyze teacher perceptions of principal leadership and key school conditions. The research employed hierarchical linear regression analysis to explore survey data collected from a sample of 970 teachers. The surveys covered a range of principal leadership and school capacity dimensions, as well as a measure of teacher professional learning.

Results indicated that multiple dimensions of principal leadership made significant contributions to both school capacity and teacher professional learning. The presence of cooperation, trust, communication, support for students, and alignment, coherence, and structure in schools also affected teacher professional learning.

These findings contribute to the global discourse on leadership for learning. The study addresses the need established by multiple scholars (e.g. Leithwood, Hallinger, Heck, Robinson, Witziers) for research that further illuminates “paths” and “intermediate targets” through which leadership impacts teaching and learning. The findings elaborate on the means by which leadership can enhance school capacities that directly impact teacher classroom practice and student learning. Consistent with other scholarly research (e.g. Bryk and Schneider, Louis and colleagues, Sahphier and King) the findings also point toward the importance of establishing selected workplace conditions (e.g. trust, cooperation, communication) as a foundation for fostering teacher professional learning.

The study reinforces the finding from other studies that it is productive for principals to foster an environment aimed at enhancing teacher professionalism. The study also highlights the potentially dysfunctional consequences that can arise from competing system-level initiatives aimed at increasing monitoring and teacher accountability and fostering teacher professionalism.

The study contributes to a small but growing body of leadership effects research conducted in non-Western societies. As such the study offers insights with relevance for understanding leadership processes in other Asian and non-Western cultures.

The purpose of this study is to propose a conceptual model for identifying the factors of e-service quality (e-SQ) and for investigating the impact of team identification, e-SQ and satisfaction on behavioural intention to revisit sports websites. The proposed conceptual framework includes five service quality factors of sports websites (usability, privacy, reliability, information, appearance). Based on the previous literature in the areas of e-SQ and team identification, this study attempts to develop a model to better understand the relationships between each construct. The Structural Equation Modelling (SEM) results with a convenience sample of 409 college students reveal that team identification has a positive and significant effect on e-SQ, satisfaction and revisitation. In addition, satisfaction is found to be a mediator between e-SQ and revisitation.

This paper aims to determine if single-item (SI) needs' and values' measures have similar reliability and validity values to multi-item (MI) measures of the same constructs and thus could be substituted by sport marketers to predict internal motivating aspects of sport consumer attitudes and behavior. In addition, the authors wish to determine whether a small subset of needs and values listed in current measures are sufficient to predict sport consumer attitudes and behavior.

In this two-study design, the first study was a national sample (N = 439) comparing reliability and validity of single-item scales to multi-item scales. In the second study the authors collected data from fans and spectators of four different teams (N1 = 583; N2 = 1164; N3 = 213; N4 = 404) to determine the impact of needs and values on sport consumer attitudes and behavior.

The authors determined that in 89% of the scales, single-item measures of needs and values were just as reliable and valid as their associated multi-item measures. The authors also found that a small subset of the needs and values explain a meaningful amount of variance in sport consumer attitudes and behaviors.

The authors determined that in 89% of the scales, single-item measures of needs and values were just as reliable and valid as their associated multi-item measures. The authors also found that a small subset of the needs and values explain a meaningful amount of variance in sport consumer attitudes and behaviors.

The authors show that as motives for sport consumption, single-item measures of personal needs and values are equivalent to multi-item measures and not all needs and values used in previous sport research are necessary because they do not predict a meaningful amount of variance in sport consumer attitudes and behaviors. The authors identified a small number of single-item measures that practitioners can easily use in short surveys that will predict a statistically meaningful amount of variance in sport consumer attitudes and behaviors.

This paper tests and validates a conceptual model linking the attachment points, team identification, attitude towards the team sponsors and the behavioural intentions in the context of Indian Premier League (IPL), while testing for the moderating effects of age and gender.

Data were collected from 1,053 participants through both online and offline survey and then analyzed using exploratory factor analysis (EFA) and structural equation modelling (SEM).

Attachment points influence the formation of team identification, which, in turn, affect the attitude towards the team sponsors. Attitude towards the team sponsors influence the behavioural intentions. Player attachment influences team identification the most. Age and gender have a moderating effect on the constructs of the study. Team identification in females is stronger because of attachment to sports, whereas males have stronger team identification based on player attachment. Males have a stronger intention to spread positive word of mouth (WOM) about sponsor products as compared to the female respondents. The younger age group of less than 21 years has more intention to spread positive WOM compared to the other age groups considered in the study.

This study contributes towards sports sponsorship research and the paradigms of social identity and attachment theories. Moreover, it will also help the marketers (sponsors) in IPL to strategically market their brands.

This is the first study to investigate the impact of attachment points on sponsorship outcomes in the context of IPL. Further, it is also the first to investigate the purchase intentions and WOM for the team sponsors in IPL. The multi-group analysis results will provide insights into marketers to better understand IPL viewers' segments and their behaviour.

The purpose of this paper is to develop a framework for reconceptualising research on school autonomy to redress the limitations of traditional research, strengthen the conceptual links between school autonomy and learning outcomes and offer a range of new strategies for studying the interplay of school autonomy, leadership and learning.

Based on a review of international studies and the findings of the Programme for International Student Assessment (PISA) and the Teaching and Learning International Study (TALIS), the conceptual limitations of and gaps in traditional research on school autonomy in relation to leadership and learning are discussed, and their implications for the development of a new framework are outlined.

The conceptual limitations of traditional research on school autonomy are as follows: internal school autonomy is insufficiently differentiated; too little attention is paid to cultural autonomy and internal structural autonomy at individual and group levels; autonomy is measured only as perceived by principals, with no attention to the perspectives of other key stakeholders; and conceptual links between school autonomy and learning outcomes are missing, leading to inconsistent findings on the effects of school autonomy on student learning. To redress these limitations, a new framework for research is developed. School autonomy is reconceptualised as a combination of functional autonomy, structural autonomy and cultural autonomy. Leadership is also reconceptualised by categorising three types of leadership activity: leadership for functional initiatives, leadership for structural initiatives and leadership for cultural initiatives. This categorisation may help to strengthen conceptions of the relevance of leadership to autonomy and performance in future research.

A typology of research strategies is developed to broaden the possibilities for implementing the reconceptualisation framework. A single-component strategy, a two-component strategy, an interaction strategy and a holistic case-study strategy are presented. Depending on the research purposes and the available resources, one or a combination of these strategies can be used to conceptualise the study of school autonomy, leadership and performance.

The new ideas and perspectives associated with the reconceptualisation framework will contribute to future research in this area on an international scale. Future PISA, TALIS and similar studies will also benefit from this reconceptualisation.

This study aims to explore the impact of school leadership, particularly that of the principal (head teacher), on school improvement in England.

The study adopts a mixed‐methods (MM), longitudinal design to investigate the leadership of a sample of academically effective and improving schools identified from analyses of national assessment and examination data sets. In addition, questionnaire surveys of principals and key staff and 20 qualitative school case studies were conducted. The paper reports results from the questionnaire analyses and changes in measures of school performance over three school years using data from 378 primary and 362 secondary schools. Confirmatory factor analysis and structural equation models (SEM) test direct and indirect effects of school leadership and school and classroom processes in predicting changes in schools' academic results.

The analyses identified robust underlying dimensions of leadership and school and classroom processes and highlighted strategies and actions that school principals and staff had adopted to raise pupil attainment. The SEM models reveal both direct and indirect effects of leadership on a range of school and classroom processes that in turn predicted changes (improvements) in schools' academic performance.

This original empirical study presents new results on the leadership of a large sample of effective and improving primary and secondary schools in England. A dynamic model is presented predicting changes in schools' academic performance over three years and identifying direct effects of leadership on school and classroom processes and indirect effects on improvements in schools' academic results.