Search results

While there is a growing interest in expatriate academics, their specific role as teachers with daily contact to local students seems to have been largely ignored when examining their adjustment and work outcomes. Based on the job demands-resources model the authors predict that good teacher-student relations, as a supportive job resource, will have a positive effect on expatriate academics’ job satisfaction. This effect, however, will be even stronger for individuals experiencing high job demands and challenges in terms of intercultural job adjustment. In other words, expatriate academics that have difficulties adjusting will benefit more from the social support that can originate from good relations to their students. The paper aims to discuss these issues.

The authors surveyed expatriate academics adjusting to a university position in China by use of 124 responses from foreign university employees.

The authors found that teacher-student relations had a positive association with job satisfaction and that positive teacher-student relations increased job satisfaction more for individuals being slow to adjust.

This is one of the few papers to explore the impact that students can have on expatriate academics and treat this relationship as a potential resource for universities to capitalize upon in socializing their new foreign academic staff members.

The purpose of this study is to identify factors affecting job satisfaction among teachers at three selected secondary schools in Selangor. We also seek to determine the relationships between the factors of job satisfaction and certain demographic variables. The instrument used in this study was an adapted version of the job satisfaction questionnaire used by Yu (1989). The questionnaire was administered to 135 teachers from three secondary schools in Ampang, Selangor. The data was analysed using percentages, ANOVA (one‐way analyses of variance), t‐tests, and Pearson correlation coefficient analysis.

It's a secret hidden in plain sight, we teach who we are. Palmer (2017)

In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn how to teach with their “whole self” – to be with and teach their students from a position of mindful awareness, authenticity, truthfulness, compassion, and courage (Palmer, 2017; Ramsey & Fitzgibbons, 2005). The skills that support one in mindfully knowing oneself well and being able to creatively and consciously bring aspects of one's knowledge expertise and identity into acts of teaching and learning in the classroom in an authentic way has been labeled the “unnamed domain” in teacher knowledge (e.g., Taylor, 2016). In this chapter, we extend work on a conceptual, evidence-based framework for this unnamed domain. We propose that the formation of teachers who are calm in body in challenging situations, clear in mind when making decisions in complex classroom environments, and kind in approach to interactions with others is one way of describing development in this domain of teacher identity/expertise. Furthermore, we posit that mindfulness, compassion, and other contemplative practices can be useful for developing expertise in it. We present conceptual and empirical findings from a series of studies we have done on the antecedents and consequences of teachers' calmness, clarity, and kindness in the classroom and discuss directions for future research.

There is a divergence between the contributions of Mary Parker Follett on an intellectual plane and the practical application of her ideas and rationale. Apart from her unparagoned writing style, the obvious complexity of her abstract and interdisciplinary approach makes it extremely challenging to understand and apply her insights to achieve a harmonious organizational life. Yet, in her integrative mind, she viewed philosophy as directly related to action and reality. This paper reduces this divergence by translating her thoughts into practical guidelines for the manager, educator and researcher. The application of Follett's philosophy to a paradigm of lifelong learning and education, the key to lasting change (hitherto unexplored), is addressed, along with implications for the researcher. The purpose of this paper, therefore, is to view the work of Follett through a new lens – that of advocate of lifelong learning. Two appendices list Follett's contribution to management thought and education.

This study examines the construct of respect, its manifestations in teacher-student relationships, and it relationship to ethics of care and sustainable development. The study found that students place a high premium on being respected by their teachers and measure expressions of respect chiefly through the attention received through listening. Students’ perspectives on the quality of the schools’ leadership and the teaching and learning environment were found to be shaped by their assessments of the degree to which they feel respected. In a number bivariate correlations, the study found strong, positive correlations between the variable ‘listening’ and other variables that characterize the teacher-student relationship, in particular respect for teachers and principals and comfort with the teaching and learning environment.

The study makes the case that the act of showing respect is a critical component of the ethics of care and sustainable development. The study recommends that one strategy that teachers and educational administrators should adopt in seeking to strengthen teacher-student relationships, exert positive influence on students’ behaviours and academic performance, and thus ensure the sustainability of healthy social environments is to invest in the creation of organizational cultures and administrative systems and processes that create the avenues through which respect for students can be demonstrably seen.

Greater understanding about how variables mediate the relationship between leadership and achievement is essential to the success of reform efforts that hold leaders accountable for student learning. This multi-source, quantitative study tests a model of integrated transformational leadership including three important school mediators.

5,392 students provided data on student engagement, and 569 teachers provided survey data on principal leadership and the collective teacher efficacy and extra effort of their colleagues. Data were analyzed at the school-level (N = 51) using mediation analysis with the PROCESS macro to calculate the direct and indirect effects of all of the variables in the serial multiple mediator model.

The model explained a significant amount of variance in both reading (38%) and mathematics (35%). Collective teacher efficacy and student engagement mediated all of the leadership effects, demonstrating the importance of teacher and student relations in school improvement. The combined effect sizes are significantly greater than the effects of earlier TL models.

This study contributes to “leadership for learning” research by demonstrating that refining TLBs to include instructional management can enhance a leader's impact on achievement. As one of the few studies to examine student engagement as a mediator along with teacher mediators, the current study highlights the importance of teacher-student relations in school improvement. While collective efficacy mediated all of the effects of leadership on achievement, student emotional engagement also contributed to mathematics achievement. The study’s findings advance research into mutual influence processes, indicating that reciprocity may extend throughout the leader-teacher-student loop.

The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations.

The paper employs a narrative historical interpretation of Follett's speech, which was originally given at the Boston University in the late Fall of 1928, but for the first time published in 1970.

Follett's conceptualization of the teacher-student relation resonated well with the contemporary conceptualization of constructive-developmental theory of leadership.

The findings of this study should be interpreted with recognition that the single case study has inherent limitations in terms of generalization.

This paper offers unique practical recommendations for instructional methods of experiential learning based on reflection, problem solving and critical thinking, which are based on the authors' analysis of Follett's works and constructive-developmental scholarship.

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.

A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.

Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).

The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

This chapter focuses on a proposed framework of irresponsible leadership (IRL) that might emerge in our schools under certain circumstances. A second purpose is to analyze potential ways to prevent its rise, based on previous models of educational leadership. Broadly, IRL is composed of five elements: narrow view of education, a business-like view of the teacher–student relations, a Narcissist and ego-centrist view, self-centered decision making, and emotional unawareness and poor emotion regulation. Unsurprisingly, IRL results in decreased levels of teachers’ and students’ well-being, unethical school climate, a lack of social responsibility in the teacher lounge, and school failure. To prevent these and related results, three major leadership models in education – participative, moral and social justice, and instructional – were analyzed.