Search results

This study aims to reveal how chief executive officer (CEO) transformational leadership affects business model innovation (BMI) by exploring the serial mediating role of top management team (TMT) collective energy and behavioral integration and the moderating role of TMT-CEO value congruence.

The sample of 520 TMT members from 127 enterprises in North China was collected through a two-wave questionnaire survey. Hierarchical regression and bootstrapping were used to test the hypothetical relationships proposed in this study.

The results indicate that TMT collective energy and behavioral integration play a serial mediation role between CEO transformational leadership and BMI. TMT-CEO value congruence positively moderates the relationship between CEO transformational leadership and TMT collective energy as well as the serial mediation effect.

The results suggest that CEOs can stimulate TMT collective energy by demonstrating transformational leadership behaviors, thereby promoting TMT behavioral integration and ultimately achieving BMI. In addition, to enhance the effectiveness of CEO transformational leadership, enterprises should take measures to ensure that TMT members hold values that are consistent with those of CEOs.

Based on social cognitive theory, the mediating mechanism and boundary conditions of CEO transformational leadership that affect BMI are revealed by this study, thus opening the “black box” of the relationship between the two. It also supplements research on the role of TMT among the antecedents of BMI.

The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.

The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.

The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.

The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.

This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.

The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.

The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.

The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

The purpose of this paper is to explore existing and desired methodologies for systematic quality work to promote quality in preschools from the principal’s perspective.

A collaborative approach was used in this research project, and principals were asked to complete portfolio assignments. Their answers to those portfolio assignments were analysed by the research team and subsequently compared to total quality management values.

Existing and desired methodologies for systematic quality work are presented and sorted into 13 and 17 groups, respectively. The principals desire four times more methodologies than they are presently using to promote systematic quality work, and the results show that they must extend their methodologies to support TQM values.

This research is based on answers collected from 18 principals in one municipality in Sweden.

The use of the cornerstone model provides a framework to illustrate the application of TQM in preschools.

Principals struggle to find time for systemic quality work. The presented results can be used to work systematically with quality in preschools and other organizations.

The study aims to analyze pedagogical e-leadership in online higher education in Spain through the application of VAL-ED at the International University of La Rioja.

The methodology used to achieve the objectives has been a descriptive and quantitative methodology through a cross-sectional study based on the implementation of the questionnaire: Adaptation of the VAL-ED to the university context, developed by Palomino et al. (2022a).

Indeed, the data obtained allow the authors to affirm how both directors and supervisors, as well as teachers, have been able to evaluate the leadership behavior of directors, compared to the competence standards of VAL-ED, having obtained very positive results that show how their leadership is, without a doubt, oriented to students. Given the fact that in the second specific objective the study sets out to determine to what extent the three groups of respondents (faculty, supervisors and directors) coincide in the effective performance of the pedagogical leadership of the directors, it can be highlighted that no great differences have been found in the responses of effectiveness obtained from directors, supervisors and teachers, since the results of the resulting scores among these three groups of respondents were reasonably similar.

The research is original as the sample was collected personally by the authors of this article.

This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes.

The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR).

As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states.

The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.

This paper aims to investigate why followers have low perceptions of leader openness and thus feel reluctant to communicate novel ideas by examining leader–follower relationship conflict (i.e. interpersonal incompatibility) and a follower’s power distance orientation (i.e. an acceptance of uneven power distribution in organizations) as antecedents.

The research administrators conducted a three-wave work behavior survey in Study 1, a laboratory experiment in Study 2, and an online experiment in Study 3.

The results demonstrated that leader–follower relationship conflict reduced followers’ perceptions of leader openness. However, the negative impact of relationship conflict became non-significant when followers have high power distance orientations (i.e. an acceptance of uneven power distribution in organizations). The findings also showed an indirect interaction effect of leader–follower relationship conflict and followers’ power distance orientation on the followers’ communication of novel ideas through the followers’ perceptions of leader openness.

The research suggests that followers with higher power distance orientations are more likely to communicate novel ideas consistently because their relationship conflicts with their leaders do not negatively influence their perceptions of leader openness. Although researchers traditionally view cultures with a high level of power distance value as an obstacle to employee creativity, the present study reveals the benefits of an individual-level power distance orientation.

This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to build Professional Capital. This paper aims to share this model, highlighting the significance of Professional Capital amidst challenges in English Teacher Education, and to suggest implications for application of the model within broader workforce development.

Semi-structured interviews were conducted with 18 trainee teachers from four English universities. To support the development of the theoretical framework, researchers employed inductive and iterative constant comparative methods aligned with constructivist grounded theory to sensitise concepts and codes, which were verified using theoretical sampling.

Informed by the findings of this study, a model is presented which highlights that participants developed human, social and decisional capital during their academic programs helping them to widen their perceptions of what counts as educationally important, beyond narrow performativity measures that are pervasive in a school system. By actively adopting a transformative pedagogy and employing constructivist approaches to curriculum design and delivery, optimal learning environments for learners to build their professional capital can be provided.

These findings may prove valuable to Higher Education academics as a model when designing and delivering professional, student-centred programmes. There are also implications for policymakers seeking to redesign initial teacher education towards schools-led and practice-oriented approaches, who wish to consider the perceptions, values and motivations of trainee teachers.

The findings highlight the significance of teacher trainees’ active engagement with academic literature and theory, in terms of contributing to the development of their professional capital, resilience and professional commitment.

The purpose of this study is to find what kind of leadership is suitable for developing a business in an Islamic boarding school.

This study used a qualitative research method by conducting in-depth interviews with 16 informants.

This study resulted in three critical factors leadership qualities, entrepreneurial qualities and Muslim qualities. The unique combination of these essential elements must be in the soul of a business leader in a boarding school in carrying out its business activities to meet school operational costs while developing it into a sustainable business.

This research is limited to being conducted in Indonesia’s most densely populated areas, namely, West Java Province, which also has the highest number of Islamic boarding schools. Not all Islamic boarding schools have business units because their operational needs have been met either by tuition fees or outside assistance.

These findings are expected to be a guideline for other Islamic boarding schools to find out how business leadership in Islamic boarding schools should be in carrying out their activities so that their business not only survives but also develops and competes with other companies.

This study presents a combination of theories of entrepreneurship, leadership and Muslim qualities obtained from the literature review and empirical data from the results of in-depth interviews.

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.

The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.

This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.

The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.