Search results

1 – 10 of 12
Article
Publication date: 20 August 2019

Yasar Kondakci, Merve Zayim Kurtay and Omer Caliskan

Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual…

Abstract

Purpose

Drawing on and theorizing continuous change, the purpose of this paper is to investigate the antecedents of continuous change behavior in schools. Relying on conceptual discussions about organizational change (OC), three sets of variables including context (workload, participatory management, trust), process (knowledge sharing, social interaction) and outcome (job satisfaction) were identified as antecedents of continuous change.

Design/methodology/approach

To test the predictive value of the antecedents for continuous change, a correlational study was design and structural equation modeling was used to test the direct and indirect relationships among study variables. The data were collected from a sample of 648 primary and secondary public school teachers.

Findings

The results showed that context, outcome, and process factors function through direct and indirect paths to contribute to the prediction of continuous change behavior. Moreover, knowledge sharing either directly or indirectly played a central role in the prediction of continuous change behavior.

Research limitations/implications

These results suggested that a widened knowledge base provides the basis for ongoing experimentation with, alteration, and modification of work categories in schools. Providing such factors in schools seems to facilitate the ongoing improvement of work practices in schools, even in the absence of a planned change intervention.

Originality/value

This study is one of the first empirical studies tested the predictive value of antecedents of continuous change in school organizational context, where OC is the norm and change failures are very common.

Details

International Journal of Educational Management, vol. 33 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Content available

Abstract

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Article
Publication date: 6 May 2014

Shuangye Chen and Zheng Ke

There is research evidence emerging to show that Chinese principal leadership appears to have a limited effect on the large-scale and deep school changes, but reasons for this…

1087

Abstract

Purpose

There is research evidence emerging to show that Chinese principal leadership appears to have a limited effect on the large-scale and deep school changes, but reasons for this have not been well explored. The purpose of this paper is to offer a conceptually framed explanation. By using China as an illustrative case, the authors propose using a macro-institutional framework to examine how principal leadership is mediated institutionally and why the leadership of change is especially difficult for Chinese principals.

Design/methodology/approach

In order to facilitate a contextualized understanding, the three institutional pillars developed by Scott's (2001) were used as a macro-institutional framework to explain difficulties confronting principal leadership in China when making deep and sustainable school changes from regulative, normative and cognitive perspectives.

Findings

The appeared change inertia and school changes on surface can partially be attributed to the cultural and institutional contexts of Chinese principal leadership. For principals, professional incentives and their change initiatives are institutionally and culturally constrained. Consequently, Chinese principals are left with very limited professional space to focus on making visible and endurable student-centered school changes.

Originality/value

This is a first macro-institutional application to address principal leadership of change from the context of China. The regulative, normative and cognitive aspects are analytically useful to differentiate and manifest the institutional complexity and intricacy which are mediating principal leadership impact on school changes. This also illuminates the exploration of context sensitive leadership research to capture context features and understand context-embedded logics.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 6 May 2014

Charles F. Webber, Kobus Mentz, Shelleyann Scott, Janet Mola Okoko and Donald Scott

– The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Abstract

Purpose

The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Design/methodology/approach

The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences.

Findings

Leadership preparation in Kenya and South Africa was relatively unstructured, compared to structured university-based leadership preparation in Alberta. The assumption in Kenya and South Africa was that classroom teaching was adequate preparation, while Alberta respondents perceived teaching and leadership as discrete knowledge sets. Content of preparation experiences in Kenya and South Africa was mainly about teaching and learning, while in Alberta it was more about instructional leadership. Kenyan principals felt prepared for the principalship. Alberta principals stated that they were ill prepared to deal with day-to-day responsibilities. Senior South African principals felt they were not prepared for school improvement while younger principals felt they were adequately prepared.

Practical implications

Findings suggest that providers utilize cross-cultural partnerships that incorporate technology-mediated dialogue and action research. Cross-cultural learning should be considered co-learning. Preparation should include partnerships between western institutions and informal groups of principals in settings such as Kenya and South Africa. The study informs policymakers, researchers, and school leaders.

Originality/value

The cross-cultural comparisons in this paper inform understandings of the principalship in relation to organizational change in schools.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 11 October 2019

Muhammed Abu Nasra and Khalid Arar

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception…

2871

Abstract

Purpose

The purpose of this paper is to develop a model in which leadership styles (transformational or transactional leadership) directly and indirectly (through occupation perception) affect teacher performance (in-role performance and organizational citizenship behavior (OCB)).

Design/methodology/approach

The research hypothesis holds that the leadership style (transformational or transactional) has a direct and indirect effect on teacher performance (through occupation perception). These hypotheses have been tested on data collected from 630 Arab Israeli teachers.

Findings

Teachers’ in-role performance increases as they perceive their principals’ leadership style as more transformational and less transactional. In addition, the results reveal that the effect of transformational principals’ leadership style on OCB is expressed only by indirect effect (through occupational perception).

Originality/value

The results of the study contribute to the understanding of the way leadership style and performance interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

Details

International Journal of Educational Management, vol. 34 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 29 April 2014

Yasar Kondakci and Hakan Sivri

Considering student achievement in a nation-wide examination as an indicator of school effectiveness, the purpose of this paper is to investigate the common characteristics across…

Abstract

Purpose

Considering student achievement in a nation-wide examination as an indicator of school effectiveness, the purpose of this paper is to investigate the common characteristics across nine highly performing schools.

Design/methodology/approach

The study was designed as a multiple-case study. Semi-structured interviews with teachers and administrators were conducted when collecting the data. Content analysis was implemented in analyzing the interview transcripts.

Findings

The findings of the study basically suggest building a vision of achievement and sharing this vision with different constituencies, structuring positive instructional environment and implementing positive classroom managerial practices, educational leadership identifying the needs of school environment and responding to these needs, investing in positive school climate, monitoring pupils’ progress, ensuring the contribution of parents in schooling practices, and structuring a safe physical environment and providing necessary materials are instrumental activities for positive student outcomes.

Research limitations/implications

Although it is not uncommon in the literature, the study relies on students’ scores in a nation-wide examination as an indicator of school effectiveness. However, this was inevitable because of the fact that Turkish education system does not suggest behavioral or organizational effectiveness indicators. Hence, further research in Turkish context may identify multiple indicators and focus on school wide as well as environmental dynamics of effectiveness.

Originality/value

The current study produced similar themes characterizing effective schools with the rest of the literature. However, the Turkish context exhibits a different understanding in relation to what causes effectiveness. The uniqueness of the Turkish context is largely related to the cultural context which has largely been shaped by conservatist philosophical orientations and centralized structure.

Details

Journal of Educational Administration, vol. 52 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 29 January 2019

Khalid Arar and Muhammed Abu Nasra

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools…

1184

Abstract

Purpose

The field of educational systems has witnessed an increase in studies of organizational citizenship behavior (OCB) as it contributes to the effectiveness and success of schools and achieving their objectives and goals. The purpose of this paper is to examine the relationships between principals’ leadership style, occupational perceptions and OCB.

Design/methodology/approach

The research hypothesis holds that the leadership style (transformational or transactional) have a direct and indirect effect on OCB (through occupation perception). These hypotheses have been tested on data collected from 620 Arab Israeli teachers.

Findings

The results reveal that: transformational and transactional leadership have no direct effect on OCB, an indirect effect of occupational perception on the relationship between transformational leadership and OCB, occupational perception did not mediate the effect between transactional leadership and OCB.

Originality/value

The results of the study contribute to the understanding of the way leadership style and OCB interact in schools, and the importance of teachers’ occupational perception in explaining this relationship. Future research should further investigate the teachers’ occupational perceptions and its effect on their performance as little research has been conducted to date.

Details

Journal of Educational Administration, vol. 57 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 6 May 2014

Michelle Jones and Alma Harris

The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social…

7873

Abstract

Purpose

The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social capital. It argues that how a school works as a cohesive unit and how people collaborates will ultimately define organisational performance.

Design/methodology/approach

The paper draws upon the international literature to explore how principals are building the social capital for organisational improvement but is not a review of the literature. It adopts a cross-cultural perspective and explores collective capacity building for organisational improvement.

Findings

This paper concludes that “disciplined” professional collaboration is an important way in which principals can create and sustain the social capital for organisational change.

Originality/value

The paper is a conceptual piece that proposes that creating social capital, rather than individual or professional capital, is now an essential task for principals seeking successful organisational change and improved outcomes. It explores the idea of “disciplined collaboration” as a methodology for building social capital in a rigorous, effective and sustainable way.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Keywords

Article
Publication date: 6 May 2014

Erik Lindberg

This paper seeks to explore how principals use their time when the requirement exceeds the activities are desirable. In the scholarly debate it has been pointed out the heads…

691

Abstract

Purpose

This paper seeks to explore how principals use their time when the requirement exceeds the activities are desirable. In the scholarly debate it has been pointed out the heads think that too much time is devoted for the financial and administrative issues, or to solve acute problems. This means that there is not enough time to work with educational issues. The purpose of this paper is to clarify how principals use the time they have devoted for the educational area and what activities they prioritize. It will also increase the knowledge of reasons behind their prioritizing and reflect on some of the consequences. Results relate to the question if introduction of performance measures has increased a short-term perspective on student performance or if it works as a suitable tool for the principals to achieve the schools goals and to create more effective schools in the long run. The question if stakeholders can get required insight by the performance measures as they are designed today and if the principals got the right incentives is raised.

Design/methodology/approach

A quantitative approach is used and a mail questionnaire was distributed to the principals in all upper secondary schools in Sweden and a comparative cross-sectional study was conducted.

Findings

Principals’ perceptions suggest that, their prioritization when working with educational issues is influenced by a more short-term perspective and that they prioritize teaching, which have a much faster impact on student outcome, over long-term school development which facilitate the conditions for the former. These findings increase the insight into the need, for as well stakeholders as principals, to develop performance measures to stimulate change when needed.

Practical implications

These findings have implications on the direction of the development of performance measures. The result points out the lack of transparence for stakeholders and uncovers the need to know when change and long-term development is ongoing or not. The study show how principals need incentives for prioritizing these activities and that this can be done by the stakeholder by designing required measurements for as well teaching as long-term school development when change is needed or to maintain a successful process.

Originality/value

This paper fulfills an identified need to study how the performance measures of today can be complemented with measures for stakeholders for increased insight in ongoing activities with development and required change for long-term school success.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

Keywords

Content available
Article
Publication date: 7 September 2015

13

Abstract

Details

Journal of Educational Administration, vol. 53 no. 6
Type: Research Article
ISSN: 0957-8234

Access

Year

Content type

Article (12)
1 – 10 of 12