Search results
1 – 6 of 6Julie Stubbs, Sophie Russell, Eileen Baldry, David Brown, Chris Cunneen and Melanie Schwartz
Julie Stubbs, Sophie Russell, Eileen Baldry, David Brown, Chris Cunneen and Melanie Schwartz
Julie Stubbs, Sophie Russell, Eileen Baldry, David Brown, Chris Cunneen and Melanie Schwartz
Sheela Bhargava and Renu Sharma
The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education…
Abstract
Purpose
The study aims to examine the mediating effect of psychological well-being (PWB) on the relationship between teamwork skills and student engagement (SE) in higher education institutional setups.
Design/methodology/approach
The study used a triangulation mixed-methods approach. Data were collected from final-year students pursuing post-graduation and graduation in private colleges in India. In the main study, quantitative data was gathered from 276 students through a survey. The relationship among the variables-teamwork skills, SE and PWB was empirically validated through path analysis; mediation was also conducted. In the auxiliary study, qualitative data was gathered through focus group sessions and was analyzed using thematic analysis.
Findings
Results depicted that teamwork skills positively predict students' engagement with their academic program. Additionally, PWB partially mediates the relationship between teamwork skills and SE.
Originality/value
The study was conducted to expand understanding of aspects related to promoting students' engagement in HEIs in Delhi and Haryana through being attentive toward teamwork skills development and through taking care of students' PWB.
Details
Keywords
Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding…
Abstract
Purpose
Instructional leadership is a school leadership approach that emphasizes improving teaching and learning. This study explores how school middle leaders – teachers holding leadership positions in schools, who are responsible for a particular area or discipline of the school's curriculum – fulfill their instructional leadership role.
Design/methodology/approach
The participants in this qualitative study were 24 middle leaders (subject coordinators) in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.
Findings
The current study points to three main characteristics of instructional leadership in school middle leaders: leading by expertise; leading by collaboration; and leading by example.
Originality/value
At present, there is only scant literature on instructional leadership in school middle leaders. This study suggests that principals and middle leaders, who work closely with each other to provide instructional leadership in their schools, do so in different ways.
Details