Search results

1 – 10 of 900
Article
Publication date: 4 March 2024

Haim Shaked

Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of…

Abstract

Purpose

Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.

Design/methodology/approach

The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.

Findings

The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.

Originality/value

This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 26 March 2024

Colleen Fitzpatrick and Adam Friedman

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

Abstract

Purpose

This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

Design/methodology/approach

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

Findings

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

Originality/value

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 20 March 2024

Waheed Hammad, Mahmut Polatcan and Hosam Morad

Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the…

Abstract

Purpose

Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.

Design/methodology/approach

The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.

Findings

The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.

Originality/value

The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.

Details

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

Keywords

Article
Publication date: 12 March 2024

Eli Ben Harush

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate…

Abstract

Purpose

The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.

Design/methodology/approach

The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.

Findings

This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.

Originality/value

The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.

Details

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

Keywords

Article
Publication date: 8 March 2024

Curt Adams and Olajumoke Beulah Adigun

This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures…

Abstract

Purpose

This study addressed a relatively understudied process of school leadership: the principal-teacher conversation about instructional change. Two distinct conversation structures were examined: controlling conversation and transformative leadership conversation (TLC). Self-determination theory (SDT) was used to make the case that TLC is a better fit for instructional change than controlling conversation. Hypotheses were developed on the relationship between principal-teacher conversation and teacher trust in the principal, teacher autonomy and teacher vitality. These mental states were identified for empirical testing because of their influence on change processes.

Design/methodology/approach

The empirical study used a correlational research design with survey data. The data came from a random sample of 2,500 teachers from the population of certified teachers in a southwestern state in the USA. Useable survey responses were obtained from 1,615 teachers, for a response rate of 65 percent. Teachers in the sample averaged 15 years of teaching experience, with 7 years in their current school. Around 81% of teachers identified as female and 18 percent as male and 79% of teachers listed a racial identification as white. Hypotheses were tested in a path model using AMOS 28.0 with robust maximum likelihood (MLR).

Findings

As hypothesized, TLC had moderate to strong positive relationships with teacher trust in the principal, teacher autonomy and teacher vitality. Controlling conversation had small, negative relationships with teacher trust in the principal and teacher autonomy. Controlling conversation was not related to teacher vitality in the path analysis. Compared with controlling conversation, TLC had stronger relationships with teacher mental states.

Originality/value

The results of this study begin to reveal useful evidence on the inherent social-psychological mechanisms active in principal-teacher conversations. With results indicating that conversation structure has consequences for positive teacher mental states, the study directs attention to a ubiquitous yet understudied leadership process.

Details

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

Keywords

Article
Publication date: 11 January 2024

Qian Ding, Songze Li, Jikun Huang, Yeting Ma and Fangbin Qiao

The purpose of this paper is to analyze the impact of different information source on consumer attitudes toward genetically modified food.

Abstract

Purpose

The purpose of this paper is to analyze the impact of different information source on consumer attitudes toward genetically modified food.

Design/methodology/approach

The data used in this study are obtained from a large-scale nationwide consumers' survey in urban China conducted by the China Center for Agricultural Policy, Peking University, in 2020. A descriptive analysis between information sources and consumer attitudes toward GM food was conducted. Based on the collected data, an econometric model on the determinants of consumer attitudes was constructed and used for analysis.

Findings

This study shows that the impact of new media is currently no different than that of traditional media, indicating that the media campaign successfully reduced the spread of rumors and misinformation regarding GM food. Moreover, this study also shows that consumers whose main information source regarding GM foods is school hold more positive feelings toward such food.

Originality/value

This study contributes to the existing literature by examining the impact of information source on consumer attitudes toward GM food. To reverse consumers' negative attitudes, China has launched a widespread media campaign since the first decade of the 2000s. Results of this study show that authorities' efforts to manage and surveil new media have yielded the desired outcome.

Details

British Food Journal, vol. 126 no. 3
Type: Research Article
ISSN: 0007-070X

Keywords

Open Access
Article
Publication date: 19 April 2023

Peter Wardrip and Louis Gomez

The study seeks to understand what teachers know about students’ friend networks and how they use that information for instruction.

Abstract

Purpose

The study seeks to understand what teachers know about students’ friend networks and how they use that information for instruction.

Design/methodology/approach

This qualitative study relied on interviews and sociograms that teachers drew of students’ friend networks.

Findings

Our data suggest that teachers’ awareness of their students’ friend networks varies by their experience and their exposure to students. Also, their use of this information for instruction coalesces around dimensions of grouping and social support.

Research limitations/implications

This study took place at one school. To more deeply understand what teachers perceive about their students’ friend networks and how they use that information for instruction, more studies could be done with teachers in more schools.

Practical implications

Implications might suggest developing teachers’ social competence to support their students’ learning and development.

Originality/value

While studies cited in this paper have explored teachers’ knowledge of students’ social networks, this study builds on this work by exploring how that information can be useful for instruction. In addition, this study explores the use of teachers drawing sociograms as representations of what they know about students’ friend networks.

Details

Journal of Research in Innovative Teaching & Learning, vol. 17 no. 1
Type: Research Article
ISSN: 2397-7604

Keywords

Article
Publication date: 28 March 2024

Sihang Zhang, Xiaojun Ma, Huifen Xu and Jijian Lu

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD…

Abstract

Purpose

This paper seeks to investigate the differences in the teachers’ professional development (TPD) by mentorship in workplace. The authors examined the role of mentorship in the PD of teachers and conducted a meta-analysis of pertinent empirical data.

Design/methodology/approach

Using data from over 2,900 individuals, 66 experiments and 12 countries, the authors presented a meta-analysis of the association between workplace mentorship and TPD.

Findings

The authors concluded that mentoring activities could boost the TPD to some extent. It contributes positively to the discipline of science and language, kindergarten, individual mentoring and curriculum research. In addition, the periodicity should not exceed 1 year.

Research limitations/implications

The results of the meta-analysis are restricted to short-term mentorship activities, and the sample size is modest. Building upon the findings from the literature review and meta-analysis, the authors delineated a research agenda for prospective investigations. This includes an imperative for further exploration into the nexus between mentoring and the PD of educators.

Practical implications

Based on the available literature and meta-analysis findings, the authors developed a framework for the “Experts in the classroom” TPD pattern.

Originality/value

This is the first meta-analysis evaluating the association between mentorship and TPD.

Details

Journal of Managerial Psychology, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0268-3946

Keywords

Open Access
Article
Publication date: 20 March 2024

Alexandra Frank and Dalena Dillman Taylor

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing…

Abstract

Purpose

Post-COVID-19, public K–12 schools are still facing the consequences of the years of interrupted learning. Schools serving minoritized students are particularly at risk for facing challenges with academics, behavior and student social emotional health. The university counseling programs are in positions to build capacity in urban schools while also supporting counselors-in-training through service-learning opportunities.

Design/methodology/approach

The following conceptual manuscript demonstrates how counselor education counseling programs and public schools can harness the capacity-building benefits of university–school partnerships. While prevalent in fields like special education, counselor educators have yet to heed the hall to participate in mutually beneficial partnership programs.

Findings

Using the multi-tiered systems of support (MTSS) and the components of the university–school partnerships, counselor educators and school stakeholders can work together to support student mental health, school staff well-being and counselor-in-training competence.

Originality/value

The benefits and opportunities within the university–school partnerships are well documented. However, few researchers have described a model to support partnerships between the university counseling programs and urban elementary schools. We provide a best practice model using the principles of university–school partnerships and a school’s existing MTSS framework.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 27 March 2024

Muhammad Asif Zaheer, Tanveer Muhammad Anwar, Zoia Khan, Muhammad Ali Raza and Hira Hafeez

This study aims to investigate the different attributes of electronic commerce (e-commerce) that determine perceived value and electronic loyalty (e-loyalty) among consumers of…

Abstract

Purpose

This study aims to investigate the different attributes of electronic commerce (e-commerce) that determine perceived value and electronic loyalty (e-loyalty) among consumers of online food delivery applications (OFDAs). In this globalized world and competitive environment, e-commerce demands have increased and organizations are giving special attention to web development, website design and functions to hold the current consumers with sustainable performance in the globalized and competitive environment. Almost every industry has been affected by the coronavirus disease 2019 (COVID-19) and changed the way of operational work in many industries. Similarly, the food industry is facing serious challenges and now restaurants started heavily depending on OFDAs.

Design/methodology/approach

The study was quantitative and data were collected from 509 consumers of the district of Rawalpindi, Punjab Pakistan by using a convenience sampling technique who was the users of OFDAs to evaluate the proposed research model. Confirmatory factor analysis was applied to evaluate the validity of the constructs, and structural equation modeling was employed to test the model through Smart-PLS.

Findings

Our findings revealed that perceived value has a substantial positive impact on electronic loyalty (e-loyalty). Moreover, results confirmed that perceived value mediates the relationship of electronic privacy (e-privacy), electronic security (e-security), electronic payment (e-payment), usability and electronic innovativeness (e-innovativeness) with e-loyalty.

Research limitations/implications

This study added to the unified theory of acceptance and use of technology (UTAUT) and technology acceptance model (TAM) by exploring consumers’ intentions for using OFDAs in the framework of e-commerce attributes, perceived value and e-loyalty. Similarly, the study enabled the author to learn more about how people would use the information system after successfully applying the UTAUT.

Practical implications

This study has significant implications for web developers, application designers, food delivery companies, restaurants and other businesses. Subsequently, it indicates the importance of the incredible attractiveness of OFDAs in boosting users’ intentions to keep using the application.

Originality/value

This research contributes substantially to OFDAs efforts to continuously increase its meal service platform and improve client satisfaction which resulted in repurchase intent. In addition, the research facilitates OFDA firms to enhance the features of their applications according to clients.

Details

Journal of Innovative Digital Transformation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2976-9051

Keywords

1 – 10 of 900