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Article
Publication date: 11 July 2023

Shahzad Ali, Nor Azam Abdul Razak, Bakti Hasan-Basri and Hasnain Ali

This study investigated the in-role and extra-role performance of male and female teachers. Multigroup Analysis is applied to the unique combination of independent variable time…

Abstract

Purpose

This study investigated the in-role and extra-role performance of male and female teachers. Multigroup Analysis is applied to the unique combination of independent variable time pressures, mediating variable psychological empowerment and dependent variable teacher in-role and extra-role performance.

Design/methodology/approach

The reason for employing a distinctive methodology is because of male and female characteristics. In addition, data were gathered during COVID-19 using convenient sampling techniques from male and female teachers working in Pakistani higher education institutions.

Findings

The results showed that time has a significant impact on how well male and female teachers do their jobs. According to the gendered characteristics, psychological empowerment significantly intervenes between time pressure and teacher performance. Furthermore, the result provides policymakers with guidelines while assigning the task to teachers.

Practical implications

This article highlighted the issues of performance under time pressure imposed by an educational institution's employer and developed the mechanism for effective and efficient policies to improve the performance of teachers.

Originality/value

Under the lens of the cognitive theory of load, this study contributes to the literature on time pressure, psychological empowerment and teacher performance by introducing a novel concept and novel research framework.

Details

Kybernetes, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 6 February 2024

Payal Sharma

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model…

Abstract

Purpose

This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development to different stakeholders including faculty, educational institutions and society at large.

Design/methodology/approach

A systematic review of the literature was conducted to identify various FCDCs to construct a conceptual framework. Later, this conceptual framework was tested through empirical research using the structural equation modeling (SEM) technique carried out with respect to technical institutions of Punjab (India).

Findings

The study identified that organizational roles are of the highest importance for the competences development of educational leaders followed by teachers’ attributes and teachers’ roles. The study’s findings also revealed that FCDCs significantly impact beneficiaries by developing competent educational leaders as mediators between the FCDCs and beneficiaries link. The biggest beneficiaries of development are faculty members of these institutes in terms of their performance enhancements.

Originality/value

The study is unique in terms of developing a model for the competences development of educational leaders and helpful in understanding various benefits of the educational leaders to various educational stakeholders.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 31 October 2023

Peleg Dor-Haim

This study aims to explore the challenges reported by Israeli school vice-principals regarding their relationships with principals and teachers. The study examines two questions…

Abstract

Purpose

This study aims to explore the challenges reported by Israeli school vice-principals regarding their relationships with principals and teachers. The study examines two questions: (1) How do vice-principals perceive the challenges involved in their relationships with principals and teachers? and (2) How do they respond to these challenges?

Design/methodology/approach

The study employed a qualitative approach to explore the challenges encountered by Israeli school vice-principals in their relationships with principals and teachers. Semi-structured, face-to-face interviews were conducted with 17 vice-principals, allowing for an in-depth understanding of their perspectives and experiences.

Findings

The findings of the study highlight three challenges mentioned by the research participants: bridging between principals and teachers, maintaining complete loyalty to both sides and middle-ground responsibility for the school.

Originality/value

This study enriches the existing literature on vice-principals by investigating their distinct position as intermediaries bridging teachers and principals. It offers valuable insights into the challenges they encounter in their interactions with both parties, as well as their strategies to tackle these issues. Through the application of role theory, the research deepens comprehension of the intricate nature of the vice-principals' role, providing pragmatic suggestions for improvement.

Details

Journal of Educational Administration, vol. 61 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 10 May 2023

Makesh Gopalakrishnan and Ajish Abu

Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB…

Abstract

Purpose

Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB) among teaching community. The present study is intended to examine the effect of role clarity, perceived cohesion and felt responsibility on altruism and conscientiousness among college teachers in Kerala.

Design/methodology/approach

A questionnaire-based survey was conducted among 354 college teachers, and the causal effect was examined using Partial Least Square-based structural equation modelling.

Findings

Validity and reliability of the model were established through measurement model evaluation. Explanatory power of the model was established. Cohesion and felt responsibility significantly predicted altruism, but the effect of role clarity on altruism was not significant. Effect of cohesion, felt responsibility and role clarity on conscientiousness was significant.

Originality/value

The study contributed to the existing theory on antecedents of OCB. The model has high levels of predictive accuracy – role clarity, cohesiveness and felt responsibility – capable of explaining the discretionary behaviour among college teachers.

Details

Rajagiri Management Journal, vol. 18 no. 1
Type: Research Article
ISSN: 0972-9968

Keywords

Open Access
Article
Publication date: 16 January 2024

Candida Brush, Birgitte Wraae and Shahrokh Nikou

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from…

Abstract

Purpose

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Design/methodology/approach

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

Findings

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

Originality/value

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Details

Education + Training, vol. 66 no. 10
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 23 January 2024

Tue Ngoc Hoang and Phong Ba Le

The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the…

Abstract

Purpose

The purpose of this study is to investigate the effect of transformational leadership (TL) of school leaders on tacit and explicit knowledge sharing (KS) of teachers via the mediating roles of knowledge self-efficacy. This study also attempts to bring a deeper insight on the correlation between TL and KS by exploring the moderating effect of knowledge-oriented school culture (KSC).

Design/methodology/approach

The paper used the quantitative approach and structural equation modeling to test the relationship among the latent factors in the proposed research model using data collected from 335 teachers in Vietnamese universities.

Findings

The findings revealed that TL might be an important precursor to create significant influences on tacit and explicit KS behaviors of teachers directly or indirectly through its positive effect on knowledge self-efficacy. In addition, the paper highlights the moderating role of KSC in strengthening the impact of TL on tacit and explicit KS behaviors of teachers.

Research limitations/implications

This paper offers principals and managers in higher education a novel approach and valuable understanding of the effective pathways to foster KS behaviors of teachers.

Originality/value

This study is unique in its attempts to bridge research gaps in the literature and advance the insights of how school leadership fosters knowledge self-efficacy and KS willingness of teachers through practicing TL style and building a knowledge-oriented climate in higher education.

Details

VINE Journal of Information and Knowledge Management Systems, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2059-5891

Keywords

Article
Publication date: 26 September 2023

Peng Liu, Xiao Fei Chen, Ya Xi Cheng and Shan Shan Xiao

Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a…

Abstract

Purpose

Teacher well-being has been a concern, but there has been a lack of research on how teacher leadership can contribute to teacher well-being in a high-accountability context and a hierarchical education system such as that of China, particularly through the meditating roles of trust in the leader and teacher efficacy. Therefore, the purpose of this study was to understand the relationship between teacher leadership and teacher well-being while exploring the mediating roles of trust in leaders and teacher efficacy in this relationship.

Design/methodology/approach

Using structural equation modeling (SEM) and bootstrap methods with valid answers from 1,144 teachers in 25 primary schools in 1 Chinese city, this study mainly answered three questions: Is there a significant relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of trust in leaders on the relationship between teacher leadership and teacher well-being? Is there a significant mediating effect of teacher efficacy on the relationship between teacher leadership and teacher well-being?

Findings

This study reported a positive relationship between teacher leadership and teacher well-being. This study also found positive mediating roles for trust in leaders and teacher efficacy in the relationship between teacher leadership and teacher well-being in a high-accountability and hierarchical system like that of China.

Originality/value

This study provides an understanding of the transferability of teacher leadership theories across cultures and has practical significance for educational practice in high-accountability and hierarchical education contexts similar to that of China.

Details

Journal of Educational Administration, vol. 61 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 June 2023

Dongqing Yu and Junjun Chen

The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.

Abstract

Purpose

The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.

Design/methodology/approach

A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.

Findings

Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.

Research limitations/implications

Further studies may put efforts towards improving these three outcomes synchronously.

Practical implications

Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).

Originality/value

This study established the empirical linkages between school trusts, emotional well-being and job performance.

Details

Journal of Educational Administration, vol. 61 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 12 January 2024

Eleonora Concina, Sara Frate and Michele Biasutti

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary…

Abstract

Purpose

Hikikomori is a multidimensional condition, characterized by voluntarily social withdrawal, impacting the relational dimension of life. The current study aims to examine secondary school teachers' beliefs, knowledge and needs on hikikomori and students' social withdrawal.

Design/methodology/approach

A qualitative method consisting of a semi-structured interview is adopted with 22 Italian secondary school teachers. The interview questions are focused on the beliefs, the profile, the conditions and the role of the school for adolescents socially retired.

Findings

Data are analysed using content analysis based on the grounded theory framework. Forty-nine codes emerged from the inductive analysis, which were sorted into the following categories: (1) Characteristics of hikikomori and social withdrawal; (2) Origin, causes and consequences; (3) Sources of information; (4) Socio-relational modalities; (5) Teachers' needs and role of the school. Teachers are aware of the educational issues and risks related to hikikomori and claim for more institutional support. Teachers reconsider the way of working in class for preventing the risk of self-isolation, supporting the development of social and emotional skills, and encouraging collaboration and positive exchanges among students. Participants mention a personalized student-centred method where families and external agencies support the school system.

Originality/value

Although several clinical and psychological interventions have been developed for treating the hikikomori’s self-isolation and concomitant mental disorders, few plans have been implemented for reducing the risk of adolescents' social withdrawal. Preventing hikikomori is crucial as well as to investigate the role and the needs of school teachers, and the current study has tried to explore these.

Details

International Journal of Educational Management, vol. 38 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 28 November 2023

Kujtim Hameli, Lekë Ukaj and Lum Çollaku

This study aims to investigate the impact of emotional intelligence on work engagement by exploring the mediating roles of self-efficacy and psychological empowerment in this…

Abstract

Purpose

This study aims to investigate the impact of emotional intelligence on work engagement by exploring the mediating roles of self-efficacy and psychological empowerment in this relationship.

Design/methodology/approach

Using the survey method, data were collected through both physical and online means. The final sample comprised 304 teachers working in elementary, middle and high schools. Structural equation modeling (SEM) analysis, utilizing IBM Amos version 26, was employed to assess the hypothesized model.

Findings

The study's results revealed that emotional intelligence does not exert a direct impact on work engagement. Additionally, self-efficacy was not found to mediate the relationship between emotional intelligence and work engagement. However, psychological empowerment emerged as a mediating factor in this context. Furthermore, self-efficacy and psychological empowerment concurrently demonstrated significant mediation of the relationship between emotional intelligence and work engagement.

Research limitations/implications

The findings underscore the significance of teachers' emotional intelligence, suggesting that it can have profound implications for their work engagement through the mediating mechanisms of self-efficacy and psychological empowerment. Educational principals and administrators are encouraged to prioritize the enhancement of teachers' psychological empowerment, recognizing it as a pivotal link between teachers' emotional intelligence and work engagement.

Originality/value

This study contributes to the field by comprehensively examining the mediating roles of self-efficacy and psychological empowerment, addressing prior empirical gaps, and enriching the understanding of how emotional intelligence influences work engagement within the educational sphere.

Details

EuroMed Journal of Business, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1450-2194

Keywords

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