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1 – 10 of over 4000Izhak Berkovich and Tahani Hassan
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed…
Abstract
Purpose
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Design/methodology/approach
The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.
Findings
The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Originality/value
The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.
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Tahani Hassan and Izhak Berkovich
This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of…
Abstract
Purpose
This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.
Design/methodology/approach
Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.
Findings
The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.
Originality/value
The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.
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Jan Heystek and Raymond Emekako
This paper examines motivational practices and engagements of schools – through strategies developed by principals with the members of the school management team – to improve…
Abstract
Purpose
This paper examines motivational practices and engagements of schools – through strategies developed by principals with the members of the school management team – to improve academic performance.
Design/methodology/approach
The research used an interpretive approach within a qualitative design in which schools were purposefully selected. In each of the sampled schools, individual interviews were conducted with the principal as well as a focus group with the school management team and another focus group was identified teachers.
Findings
The main findings reveal that school labelling (where schools are labelled as underperforming schools) as a public notice was identified as the main push towards intrinsic motivation, especially when positive results in learner performance are eventually achieved. Extra classes, teaching collaboration, monitoring and team building were some of the main strategies used. Efforts appear to focus on performance in Grade 12 examinations. Therefore, the study recommends that attention be spread across all grades as a long-term improvement plan for the education system. Furthermore, since these strategies have worked successfully, the national and the provincial education departments should consider developing plans for academic improvement based on these strategies.
Research limitations/implications
This research contributed to the understanding of school improvement in a specific context of low socio economic and societal context and schools are able to improve in spite of the challenging context. This is specifically in a developing country's context. More research can be conducted about the specific influence of intrinsic motivation and how extrinsic factors can become internalised as intrinsic motivation factors.
Practical implications
The findings from this project can provide leadership at schools with the necessary information and examples of what can be done to get teachers to improve the performance in a challenging context. The use of extrinsic as well as intrinsic motivational actions can provide the leadership with the necessary guidelines to implement in their schools. The appointment of principals with specific characteristics needed attention in policy as well as the practice of the appointment process.
Originality/value
The research is contributed to the knowledge of school improvement from a perspective of a developing country and is using motivational theories within this context. The limited literature which links motivation to the process of school improvement is advanced from ice perspective of low socio economic context in a developing country.
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The Content Theories of Motivation — those of Maslow, Herzberg and Alderfer — yielded four criteria by which alternate promotion structures in N.S.W. High Schools could be…
Abstract
The Content Theories of Motivation — those of Maslow, Herzberg and Alderfer — yielded four criteria by which alternate promotion structures in N.S.W. High Schools could be evaluated. The four criteria are the extent to which the promotion structure: 1. Acts as a source of intrinsic motivation; 2. Is a source of job enrichment; 3. Allows for and encourages participative management; and 4. Offers non‐administrative career paths. The four criteria were used to evaluate the existing promotion structure in N.S.W. High Schools, the structure proposed in A Discussion Paper, the proposal of the N.S.W. Institute of Inspectors, and the promotion structure policies of the N.S.W. Teachers Federation. It was concluded that the existing promotion structure failed to satisfy any of the criteria. The proposal contained in A Discussion Paper advocated measures to meet all of the criteria except non‐administrative career paths, yet did not incorporate practical means of achieving such objectives. The policies of the N.S.W. Teachers Federation cannot be fully appraised until they are formulated into a concrete proposal. The proposal of the Institute of Inspectors went closest towards satisfying all criteria except that of participative management.
Shazia Rehman Khan, David C. Bauman and Uzma Javed
The purpose of this study was to examine the influence of ethical leadership on moral motivation of teachers in the schools of Pakistan.
Abstract
Purpose
The purpose of this study was to examine the influence of ethical leadership on moral motivation of teachers in the schools of Pakistan.
Design/methodology/approach
Scenario-based experimental design was used to collect data (N = 174 teachers) from 25 schools in the city of Islamabad. Participants included 156 females and 18 males aged 23–37 years. Ethical leadership was measured at both construct and component levels (moral person and moral manager).
Findings
The results found that the moral person component of ethical leadership style heightens the moral identity (internalization)-based moral motivation, while the moral manager component and ethical leadership at construct level style increases moral identity (symbolization)-based moral motivation. Interestingly, in the absence of reward, only the moral person component of ethical leadership style maintained participants’ moral motivation.
Originality/value
The originality of this study lies in highlighting the divergence in ethical leadership style at component level that explains the differences in moral motivation of the teachers.
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Kerry Barnett, John McCormick and Robert Conners
Describes a study, which investigated the relationship between the transformational and transactional leadership behaviours of school principals in selected New South Wales state…
Abstract
Describes a study, which investigated the relationship between the transformational and transactional leadership behaviours of school principals in selected New South Wales state secondary schools with some teacher outcomes and aspects of school learning culture. Analysis suggested that there were two factors which were transformational, two factors which were transactional and one teacher outcome factor. Five school learning culture factors were identified. Furthermore, the transformational leadership behaviour (individual concern) was associated with the teacher outcomes – satisfaction, extra effort and perception of leader effectiveness. Contrary to what might be expected, transformational leadership behaviour (vision/inspiration) had a significant negative association with student learning culture. Significant interactions suggested that this relationship may be more complex than might be expected.
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The article aims to investigate the relationships between different dimensions of organizational ethics and different withdrawal symptoms – lateness, absence, and intent to leave…
Abstract
Purpose
The article aims to investigate the relationships between different dimensions of organizational ethics and different withdrawal symptoms – lateness, absence, and intent to leave work.
Design/methodology/approach
Participants were 1,016 school teachers from 35 high schools in Israel. A joint model of Glimmix procedure of SAS was used for this analysis, which simultaneously measures lateness using the negative binomial distribution, absence using the Poisson distribution, and intent to leave using the normal distribution.
Findings
Findings indicate that the different dimensions of organizational ethics were related to one another. Formal climate and distributive justice were found to be negatively related to lateness, while a caring climate was found to be negatively related to absence frequency, and procedural justice was found to be negatively related to intent to leave. The results indicate certain differences between ethical predictors, which may arise from extrinsic motivation factors and those that may arise from intrinsic motivation factors. As regards socio‐demographic predictors, women teachers exhibit more absence and less intent to leave than men. Teachers with high seniority at their school prefer to respond with absence and a reduced intent to leave, and as the teacher's age rises, the lower are lateness and absence frequency.
Practical implications
School leadership should develop an integrative approach which includes ethics and socio‐demographic factors in order to reduce teachers' withdrawal behaviors. Such an approach may be achieved through training programs, developing clear rules, incentives and delegation of power.
Originality/value
The results offer an integrative framework by simultaneously considering various aspects of ethics, withdrawal behaviors, and socio‐demographic predictors.
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Haibo Xu, Ahmad Albattat, Jeong Chun Phuoc and Baogui Wang
The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.
Abstract
Purpose
The purpose of this study is that the teaching style of college physical education (PE) teachers affects the establishment of college students' exercise habits.
Design/methodology/approach
This study uses the teaching style scale for 32 PE teachers and the autonomic motivation and exercise habits scale for 320 college students in the form of self-report.
Findings
Chinese college PE teachers mainly use the teacher-centered reproduction style, and the practice style is the most frequently used; The overall teaching style of college PE teachers was significantly negatively correlated with autonomous motivation and exercise habits. PE teachers' teaching style can negatively affect college students' autonomous motivation, and college students' autonomous motivation can positively affect their exercise habits.
Originality/value
There is a significant negative correlation between the teaching style of college PE teachers and the exercise habits of college students. However, it cannot directly affect the establishment of college students' exercise habits, but is achieved through the mediating role of college students' autonomous motivation.
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Nimitha Aboobaker, Manoj Edward and K.A. Zakkariya
Teaching is generally seen as a calling, rather than just a formal profession. In the context of commercialization of higher education, with increased workloads and lack of…
Abstract
Purpose
Teaching is generally seen as a calling, rather than just a formal profession. In the context of commercialization of higher education, with increased workloads and lack of community relationships, the purpose of this paper is to examine the influence of employees’ experience of workplace spirituality on intention to stay with the organization, mediated through work–family conflict. The study seeks to add to theory development in the area of workplace spirituality and its outcomes, by examining the theoretical framework through the lens of self-determination theory of motivation.
Design/methodology/approach
This descriptive study was conducted among a sample of 350 teachers, working in the private sector higher educational institutes in India, selected through purposive sampling. Validated and widely accepted tests were administered among the respondents and structural equation modeling was done to test the proposed hypotheses.
Findings
The findings of the study suggest that amongst the current generation of teachers, experience of workplace spirituality and work–family conflict (WFC) plays a significant role in predicting intention to stay with the organization. Employees’ experience of dimensions of workplace spirituality had varying influences on WFC and intention to stay with the organization. WFC mediated the relationships between two dimensions of workplace spirituality (meaningful work and sense of community) and intention to stay, but not the relationship between alignment with organizational values and intention to stay.
Originality/value
This study is pioneering in conceptualizing and testing a theoretical model linking workplace spirituality, work–family conflict and intention to stay, particularly through the self-determination motivational theory perspective. To improve employees’ intention to stay with the organizations, managers need to devise strategies aimed at facilitating connectedness and lowered WFC. Personalized work–family policies might be the need of the hour, as to contain the inherent WFC in contemporary organizations.
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Muhammad Fauzan Ansyari, Fabio Oliveira Coelho, Kalayo Hasibuan, Dodi Settiawan and Masni Kamallia
The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard…
Abstract
Purpose
The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution.
Design/methodology/approach
An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data.
Findings
Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated.
Research limitations/implications
This study only employed interview to collect data and had only ten respondents.
Originality/value
Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.
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