Search results
1 – 10 of 102Dongmin Zhang, Zihui Fang and Min Liao
Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership…
Abstract
Purpose
Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.
Design/methodology/approach
To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).
Findings
This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.
Originality/value
This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.
Details
Keywords
Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical…
Abstract
Purpose
Pedagogical leadership (PL) has been regarded as the best leadership style in the education sector. Thus, the aim of this study was to develop and validate a pedagogical leadership scale (PLS).
Design/methodology/approach
Two distinct approaches (inductive and deductive) were utilized. First, a review of the literature was conducted, and then qualitative data were collected through interviews, and their responses were categorized into 40 items. These items were thematized using exploratory factor analysis (EFA) by involving 300 participants. To examine the fitness of the scale, the researchers conducted a confirmatory factor analysis (CFA) with 470 participants.
Findings
EFA discovered a total variance of 64.766% for four factors. In CFA, RMSEA, NFI, RFI, NNFI, CFI, GFI and AGFI values were accepted. The highest correlation was found among constructs of PL. Path analysis revealed PL affected social, professional, intellectual and academic capitals. The correlations between the PLS and psychological empowerment demonstrated the theoretically predicted relationships with these variables. Thus, with the initial evidence of a valid and reliable PLS, a pool of 32 items under 4 factors (social, academic, professional and intellectual capital) were developed.
Originality/value
Despite the management of childhood education requiring the practice of PL, it is underexplored in childhood schools, particularly to our knowledge, no studies have been conducted to develop and confirm the PLS in Ethiopia.
Details
Keywords
Hans W. Klar, Noelle A. Paufler and Angela D. Carter
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…
Abstract
Purpose
School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.
Design/methodology/approach
We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.
Findings
Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.
Originality/value
These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.
Details
Keywords
Kristine E. Larson, Stephanie L. Savick, Patrice M. Silver and Rosemary E. Poling
This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice…
Abstract
Purpose
This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.
Design/methodology/approach
The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.
Findings
The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.
Originality/value
This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.
Details
Keywords
Ayubu Ismail Ngao and Guoyuan Sang
Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and…
Abstract
Purpose
Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.
Design/methodology/approach
Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.
Findings
The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.
Practical implications
The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.
Originality/value
To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.
Details
Keywords
Michelle Hudson, Heather Leary, Max Longhurst, Joshua Stowers, Tracy Poulsen, Clara Smith and Rebecca L. Sansom
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons…
Abstract
Purpose
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).
Design/methodology/approach
TMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.
Findings
This paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.
Originality/value
The TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.
Details
Keywords
This study aims to determine gains acquired by school administrators in the process of emergency remote teaching based on problems they experienced and strategies they used in the…
Abstract
Purpose
This study aims to determine gains acquired by school administrators in the process of emergency remote teaching based on problems they experienced and strategies they used in the process, as well as skills that increased in importance with this process.
Design/methodology/approach
This study was designed as a case study, which is one of the qualitative research methods.
Findings
After the analysis of the data, the themes are as follows: problems experienced, administrative gains provided by the process and administrative skills that increase in importance. In this study, it was found that school administrators used different strategies to solve the problems encountered in the emergency remote teaching process, and these strategies provided them with different perspectives.
Originality/value
This crisis can be turned into an opportunity and that it is necessary to suggest new ways by drawing lessons from this crisis.
Details
Keywords
Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan and Muhammet İbrahim Akyürek
The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and…
Abstract
Purpose
The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.
Design/methodology/approach
The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.
Findings
The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.
Originality/value
This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.
Details
Keywords
Rebecca Dei Mensah, Raphael Papa Kweku Andoh, Dorothy Amfo-Antiri, Emmanuel Essandoh and Stephen Tetteh
This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.
Abstract
Purpose
This study aims to examine the mediating role of trainer preparation in the effect employee trainer self-efficacy has on trainer performance.
Design/methodology/approach
Using a census, data was collected from internal employee trainers in two universities in Ghana. In testing the hypotheses, a structural equation modelling based on 10,000 bootstrap samples was used, and the BCa confidence intervals were used to establish the significance of the hypotheses.
Findings
This study revealed trainer preparation as a complementary partial mediator in the effect trainee engagement self-efficacy and instruction self-efficacy had on trainer performance. In addition, the importance–performance map analyses demonstrated that the factor with the most importance in the model was instruction self-efficacy, yet it was not the highest-performing factor.
Originality/value
This study highlights the mediating role played by preparation in the effect of trainer self-efficacy on trainer performance. In addition, it adds to the dearth of studies that focus on employee trainers while at the same time using data from the trainers themselves.
Details
Keywords
Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is…
Abstract
Purpose
Current academic research on teacher learning is increasing in number and deepening in quality, but at the same time, the heterogeneity is growing significantly. Similar work is challenging to cross-check regarding conclusions due to the different research foci. This paper aims to provide a reliable theoretical framework and offers solid insights based on the existing research.
Design/methodology/approach
Based on the Onion model, 67 core literature in English and Chinese were coded through qualitative meta-analysis methods to explore environmental, behavioral, competence, belief, identity, mission and other factors that may impact teacher learning.
Findings
It was found that the quantitative structure of the current relevant studies was in an inverted triangular shape with three levels of steps, respectively, which can be summarized as structural environment, core behaviors and dominant mission. The heterogeneity between the findings mainly originated from two situations, oppositional and complementary and some structural adjustments were made to the Onion model according to the coding results to better represent the interaction of influences between the levels. It also analyzes current research trends and the centrality of learned behaviors based on the coding results.
Social implications
The design of teacher learning activities should combine theoretical, practical and inquiry learning to ensure that teachers are kept fresh and motivated by sustained and varied stimuli.
Originality/value
To the best of the authors’ knowledge, this study is the first to analyze teacher learning influences through qualitative meta-analysis and create node saturation to analyze the results, resulting in highly credible and valuable research findings.
Details