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Reveals the results of a study which investigated the principal’s leadership behaviour in schools which educate moderately and severely disabled students in regular education classrooms on a full‐time basis. More specifically, notes that the purposes of this study were to determine whether the leadership behaviours of principals, as perceived by teachers, tended to be more transformational or more transactional; and whether there was a difference in the leadership behaviours of principals and the extent to which principals motivated teachers to exert effort beyond the ordinary. Forty‐four teachers from five school districts responded to the Multifactor Leadership Questionnaire (MLQ) developed by Bass (1985). The independent variable was leadership behaviours of principals, defined as varying degrees of transformational and transactional leadership. The dependent variable was defined as principals’ ability to affect teacher motivation. Shows that the results of the study indicated that principals were perceived by teachers to exhibit more transformational leadership behaviours than they exhibited transactional leadership behaviours. Also, teachers tended to be more highly motivated under the leadership of principals who they perceived to be more transformational than transactional.

This paper seeks to investigate the relationship between managers' beliefs and goal orientation and the self‐perception of transformational and transactional leadership styles and how this relationship is moderated by the level of formal education.

A sample of 76 top executive officers reported their managerial values and beliefs by completing measures of McGregor's Theory XY philosophy of management and Dweck's learning and performance goal orientations. They also reported their use of transactional versus transformational leadership styles with their direct reports and their degree of formal education.

Regression analyses revealed that ratings of transformational leadership are associated with theory Y philosophy of management and a learning goal orientation; whereas ratings of transactional leadership were found to be associated with performance goal orientation. In addition, executives with higher levels of education reported greater behavioral integrity, that is, greater alignment between their managerial beliefs and their corresponding self‐ratings of leadership behaviors.

This paper contributes to the transformational leadership literature by adding a cognitive perspective to the well‐studied behavioral patterns of transformational leaders.

The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school.

In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students.

There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension.

Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

It is widely accepted that second language teachers’ performance would dramatically improve if they were provided with the right support that addressed their self-awareness and pedagogical skills, especially in their early years of service. To verify the role of Transactional Analysis (TA) OK Modes Model in the provision of support for novice teachers, this research used the TA OK Modes Model on 26 newly recruited EFL (English as a Foreign Language) teachers who volunteered to participate in this study. The videos of the participants’ teaching enactments, the supervisor’s notes, the informal talks with the participants, and the teachers’ interpretation of their videos comprised the data for the study. The results of the analyses of both quantitative and qualitative data indicated that the effective Mode which communication comes from in the TA OK Modes Model facilitates teacher development and hence improves the quality of their pedagogical performance.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

This chapter, inspired by the authors’ experiences with racism and sexism in higher education leadership and frontier Protestantism, will interrogate the leadership models found in library and information science (LIS) through the lens of Judeo-Christian religious social structures and terminology, along with an examination of transitional and transformational leadership frameworks, to suggest a more productive and less abusive leadership model, equitable and inclusive to those who are not white men.

The purpose of this paper is to get an insight into which form leadership either transactional leadership (TAL) or transformational leadership (TFL) is most effective in the educational sector of Pakistan and to determine the impact of each on the employee job satisfaction (EJS) and employee job performance (EJP). Given research site observation, appropriate leadership was essential to high-quality education in Pakistan.

Data are collected through a survey based on e-mail/interview from 189 employees working at private education institutes in Pakistan. Analysis methodology includes frequency analysis, descriptive statistics, paired samples t-test, Pearson correlation analysis and regression analysis.

Only management by exception (MBE) and idealized influence (II), inspirational motivation (IM), intellectual stimulation (IS) and individualized consideration (IC) had significant positive association with both EJS and EJP. MBE had a positive significant effect on both EJS and EJP, while contingent rewards had no significant relation with EJS and weak positive significant association with EJP. Furthermore, II, IM, IS and IC had a positive significant impact on EJS and EJP.

Respondents were from major private educational institutes in Islamabad and Lahore. The leadership style – TAL–TFL – was the sole variable to judge EJS/EJP. Multifaceted populations’ perspectives might enhance the attributes of TAL/TFL. This study might influence the authorities to adopt the right leadership style securing high-quality education system for both private and public education institutes in Pakistan.

The study filled the gap in the educational sector of Pakistan, where research works into leadership styles-satisfaction-performance links were few and far between.