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1 – 10 of over 3000Makesh Gopalakrishnan and Ajish Abu
Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB…
Abstract
Purpose
Literature evidences that altruism and conscientiousness are very important discretionary behaviours within the broader framework of Organizational Citizenship Behaviour (OCB) among teaching community. The present study is intended to examine the effect of role clarity, perceived cohesion and felt responsibility on altruism and conscientiousness among college teachers in Kerala.
Design/methodology/approach
A questionnaire-based survey was conducted among 354 college teachers, and the causal effect was examined using Partial Least Square-based structural equation modelling.
Findings
Validity and reliability of the model were established through measurement model evaluation. Explanatory power of the model was established. Cohesion and felt responsibility significantly predicted altruism, but the effect of role clarity on altruism was not significant. Effect of cohesion, felt responsibility and role clarity on conscientiousness was significant.
Originality/value
The study contributed to the existing theory on antecedents of OCB. The model has high levels of predictive accuracy – role clarity, cohesiveness and felt responsibility – capable of explaining the discretionary behaviour among college teachers.
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Hannele Roponen, Elina Fonsén, Tuulikki Ukkonen-Mikkola and Raisa Ahtiainen
This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the…
Abstract
Purpose
This study examines the social organizational structure of one early childhood education (ECE) center in Finland and the relationship between this structure and the roles and the responsibilities of the members of the organization.
Design/methodology/approach
The research is a qualitative case study with ethnographic features. Its variables for content analysis are based on Henry Mintzberg's theory of organizational design.
Findings
The study's results show that the organizational structure of the ECE center follows the organizational configuration of a Professional bureaucracy and that the multiprofessional teams follow the configuration of a Simple structure. The structures for centralization and decentralization are suitable for a professional bureaucracy, but the roles of the members of the organization and the processes for shared decision-making lack clarification. The shortage of qualified ECE teachers disrupts the function of the organization and the work of ECE leaders.
Research limitations/implications
The educational background of subjects may have affected the findings.
Originality/value
The study uses Henry Mintzberg's organizational structure theory to evaluate how and why power is distributed and activities are coordinated at the ECE center. The results also show what parts of the organization pose challenges that most commonly disrupt the organization's operations. With these findings, it is possible to expand the understanding of roles and responsibilities in the currently reforming ECE environment and what ECE centers need to function effectively. The study is part of a larger research project and will be continued to examine the leadership culture of the ECE center.
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This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular…
Abstract
Purpose
This paper reports the findings of a qualitative study on teachers' perspective about school principals' role during the pandemic in the context of Greece. In particular, information is provided on school principals' communication and leadership aspects in tackling the pandemic crisis as well as the obstacles observed in this particular setting.
Design/methodology/approach
Data were collected through the focus group interview tool and included 19 teachers from primary and secondary education in Greece. Due to the circumstances of the pandemic crisis, the interview process was held using the Zoom software environment. The data collection tools included a common semi-structured interview protocol developed specifically for this study based on the current theoretical sources of school principals' role in tackling the pandemic crisis.
Findings
The findings of this study indicated the important aspects of trust, collaboration, and positive climate, together with school principals' external dimension that included the outreach of the local community, parents, private organizations, etc. during the pandemic crisis. Finally, obstacles connected to the students' lack of technological equipment were also observed and addressed by school principals.
Research limitations/implications
The findings of this study could not be generalized since the study proceeded with convenience sampling. Furthermore, the data were collected while the world was in lockdown during the second pandemic wave.
Originality/value
This piece of research adds to the empirical aspect of school principals' role during the pandemic crisis from a different perspective and reports that researching school principals' role in tackling crises has grown considerably.
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This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational…
Abstract
Purpose
This paper is aimed at describing and analysing what school organisers express when they network to expand the access and application of digital technologies in educational systems. Digital technologies develop rapidly in society, creating challenges and opportunities in people’s lives. Schools have an important task: to prepare young people for a future permeated by digital technology.
Design/methodology/approach
Participant observations and semi-structured interviews were used to describe and analyse how school organisers describe digitalisation work in the educational system.
Findings
The findings show that school organisers describe digital competence and providing support to schools as being important for expanding the access and application of digital technologies in the educational system. They also talk about equality connected to digitalisation work, changes in organisations, the importance of a holistic perspective, and a gold thread. They furthermore explain that networks, a sharing culture, good relations, and good communication enable digitalisation work. In addition, they point out that the lack of time, attitudes towards digital technologies, the lack of digital competence, and resistance to change are some of the constraints for digital technologies in the educational system.
Practical implications
School organisers need to implement digitalisation policies, which can be problematic because they work strategically to support operational activities.
Originality/value
This paper contributes knowledge about school organisers’ work to expand the access and application of digital technologies in the educational system.
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Sandra Carlsson and Sara Willermark
The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional…
Abstract
Purpose
The digitalization of schools has intensified in recent years. It is reflected in policy documents as well as in extensive investments in digital technology and professional development initiatives to promote digitalization. At the same time, attempts are being made to “tame” the same digitization sometimes by regulations banning smartphones in class. This study aims to examine how smartphones are interpreted by vocational teachers in Sweden using the theoretical lens of technological frames.
Design/methodology/approach
The data consist of ten semi-structured interviews with vocational teachers, representing eight vocational programs in Sweden.
Findings
The results show breadth in how teachers understand, interpret and relate to the smartphone in vocational education. The authors show how the smartphone often forms an integral part of professional work and is thus difficult to separate from vocational teaching and nurturing vocational competencies.
Originality/value
The authors’ contributions include using technological frames to explore how smartphones are interpreted and understood by vocational teachers by demonstrating how they relate to the nature of the smartphone, the strategy for the smartphone and the smartphone in use. The theoretical framework is used to interpret restrictions on technology use, in this case a smartphone, in education. The results could be of interest to researchers as well as to teachers, school leaders and policymakers.
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Christiane Caneva, Emilie Monnier, Caroline Pulfrey, Laila El-Hamamsy, Sunny Avry and Jessica Delher Zufferey
In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the…
Abstract
Purpose
In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.
Design/methodology/approach
Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.
Findings
The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.
Practical implications
Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.
Originality/value
This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.
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