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The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.
Abstract
Purpose
The current study investigated the impact of organisational trust on emotional well-being and performance of middle leaders during the coronavirus disease 2019 (COVID-19) pandemic.
Design/methodology/approach
A convenience sample of 265 middle leaders in kindergartens in China responded involving trust in schools (e.g. trust in principal and trust in colleagues), emotional well-being and job performance. Both confirmatory factor analysis and structural equation modelling (SEM) were used in the investigation.
Findings
Three hypotheses on the relationships between the three constructs were verified. Trust in schools significantly influenced emotional well-being and job performance of middle leaders which correlated with each other. The interactive effects of trust in principal and trust in colleagues were discussed for improving the well-being and job performance of middle leaders. Relationships between the two kinds of trust and pride were also identified in the research.
Research limitations/implications
Further studies may put efforts towards improving these three outcomes synchronously.
Practical implications
Based on the evidence of the current study, future research may focus on how middle leaders act as a bridging role between different stakeholders such as principal and teachers, principal and parents, teachers and children, meanwhile how to boost the leaders' own well-being and performance in the early childhood education (ECE).
Originality/value
This study established the empirical linkages between school trusts, emotional well-being and job performance.
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Marcia Juliana d'Angelo, Marisa Veloso Café and Raysa Geaquinto Rocha
This study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the…
Abstract
Purpose
This study analyzes the impacts of trust in the confessional institution of primary education on a students’ spirituality and performance and the moderating effect of the families' religion on the relationship between trust in the school and the student's spirituality as perceived by parents and guardians.
Design/methodology/approach
This study takes the form of a survey with 346 parents and guardians from a Brazilian Adventist education network. The authors used partial least squares structural equation modeling by SmarPLS 4 to analyze the data.
Findings
The results reveal that parents' and guardians' trust in the confessional institution of primary education positively influences their perception of students' spirituality, which, in turn, has a positive impact on their performance. In addition, the families’ religion does not strengthen the relationship between school trust and students’ spirituality. It does not matter to which religious group the family belongs – as their overall spiritual development that favors the students’ academic performance.
Originality/value
The research contributes to the literature on school management, individual spirituality and relationship marketing – particularly customer relationship management in schools, involving parents, guardians and students.
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The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics…
Abstract
Purpose
The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.
Design/methodology/approach
Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.
Findings
The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.
Originality/value
The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.
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Maryam Taji, Ali Siadat and Leila Moghtadaie
The present study aimed at developing and validating a self-development training package and determining self-development's effectiveness on job variables and human capital…
Abstract
Purpose
The present study aimed at developing and validating a self-development training package and determining self-development's effectiveness on job variables and human capital agility among secondary school principals in Isfahan.
Design/methodology/approach
In the first phase, the researcher conceived a full version of the self-development training package by studying the theoretical evidence of research and interviewing experts as well as using content analysis. The questionnaire was presented to several experts (n = 8) in that field of study for evaluation after compiling the initial version of the self-development training package, with the aim of determining the face and content validity. In the second phase of the study, the effectiveness of the self-development training package was experimented on secondary school principals using a quasi-experimental pre-test–post-test design and follow-up with a control group.
Findings
The evaluation results were suitable for the training package based on the proposed Lawshe method. The results also indicated that the implementation of a self-development training package in the experimental group had a significant effect on job performance and its dimensions, as well as human capital agility. The effect of the training package on increasing job performance in the post-test stage was 55.3% and was 50.2% in the follow-up stage. Also, the effect of this package on increasing the agility of human capital in the post-test phase was equal to 34.8% and was equal to 28.9% in the follow-up stage.
Originality/value
Question 1: What are the components of a self-development training package? Question 2: What is the credibility of the developed training package from the experts' point of view? Question 3: Does the self-development training package have an effect on job performance and its dimensions? Question 4: Does the self-development training package have an effect on human capital agility?.
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Pedro Henrique de Oliveira, Fernando César Almada Santos, Marco Antônio Catussi Paschoalotto, Diego Valério de Godoy Delmônico and Ana Cláudia Fernandes Terence
Despite the school organizational culture broad literature, there is still a gap on culture and educational management, mainly in the public environment. To fill out this space…
Abstract
Purpose
Despite the school organizational culture broad literature, there is still a gap on culture and educational management, mainly in the public environment. To fill out this space, this article wants to point out the cultural factors that creates school management change in the Brazilian public school context.
Design/methodology/approach
The sample is a polar multi-case approach with two high performance and two low performance Brazilian schools. The authors conducted 12 interviews, three each school, with school principal, pedagogical coordinator and administrative officer. To analyze the data, the authors applied synthetic analysis to identify the cultural factors and your conduciveness to change in schools.
Findings
The results point out organizational culture as low understood in public municipal schools. These results also indicate the cultural dimensions power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence as influencers of school management. Therefore, organizational culture is a factor to change and improve performance in public school management.
Research limitations/implications
Despite the low comprehensiveness by the school managers, the authors pointed out the importance of the cultural factors, such as power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence, in the school management. Future research could assess quantitatively the cultural factors presented here.
Social implications
The paper provides cultural aspects in the school environment that should be considered in the school management improvement process and school principals’ actions.
Originality/value
The results fulfil the gap of organizational culture and school management in the public sector studies, by pointing out cultural factors of change in the school environment.
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Ibrahim Alkalash and Mohammad Alkalash
This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered…
Abstract
Purpose
This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade.
Design/methodology/approach
The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers.
Findings
The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives.
Originality/value
This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.
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M. Birasnav, Prabhakar Venugopal Gantasala and Swapna Bhargavi Gantasala
The purpose of this study is to examine the influence of the implementation of safety-oriented knowledge management (KM) processes and student diversity acceptance in schools and…
Abstract
Purpose
The purpose of this study is to examine the influence of the implementation of safety-oriented knowledge management (KM) processes and student diversity acceptance in schools and the interaction effect of safety-oriented KM processes and student diversity acceptance over school performance and student academic orientation.
Design/methodology/approach
Responses of 977 American schools available in the database of the National Center for Education Statistics were analyzed using hierarchical regression analyses.
Findings
Results show that implementation of safety-oriented KM processes and diversity acceptance in schools have varying effects on school performance and student academic orientation. The impact of knowledge acquisition from parents on the academic achievement of students is positive and stronger in schools that are low in student diversity acceptance than schools that are high in student diversity acceptance.
Originality/value
This study adds value to the KM literature by exploring how KM processes are executed in American schools to improve their performance and students’ academic orientation and how diversity among students alters the strength of the relationships.
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Suhanom Mohd Zaki, Saifudin Razali, Mohd Aidil Riduan Awang Kader, Mohd Zahid Laton, Maisarah Ishak and Norhapizah Mohd Burhan
Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study…
Abstract
Purpose
Many studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study aims to examine the relationship between students’ demographic characteristics and their academic achievement at the pre-diploma level using machine learning.
Design/methodology/approach
Secondary data analysis was used in this study, which involved collecting information about 1,052 pre-diploma students enrolled at Universiti Teknologi MARA (UiTM) Pahang Branch between 2017 and 2021. The research procedure was divided into two parts: data collecting and pre-processing, and building the machine learning algorithm, pre-training and testing.
Findings
Gender, family income, region and achievement in the national secondary school examination (Sijil Pelajaran Malaysia [SPM]) predict academic performance. Female students were 1.2 times more likely to succeed academically. Central region students performed better with a value of 1.26. M40-income students were more likely to excel with an odds ratio of 2.809. Students who excelled in SPM English and Mathematics had a better likelihood of succeeding in higher education.
Research limitations/implications
This research was limited to pre-diploma students from UiTM Pahang Branch. For better generalizability of the results, future research should include pre-diploma students from other UiTM branches that offer this programme.
Practical implications
This study is expected to offer insights for policymakers, particularly, the Ministry of Higher Education, in developing a comprehensive policy to improve the tertiary education system by focusing on the fourth Sustainable Development Goal.
Social implications
These pre-diploma students were found to originate mainly from low- or middle-income families; hence, the programme may help them acquire better jobs and improve their standard of living. Most students enrolling on the pre-diploma performed below excellent at the secondary school level and were therefore given the opportunity to continue studying at a higher level.
Originality/value
This predictive model contributes to guidelines on the minimum requirements for pre-diploma students to gain admission into higher education institutions by ensuring the efficient distribution of resources and equal access to higher education among all communities.
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Niki Glaveli, Panagiotis Manolitzas and Evangelos Grigoroudis
The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent…
Abstract
Purpose
The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent teachers (PTs) and substitute/temporary teachers (STs). Second, to highlight the similarity or difference in JS patterns among PTs and STs. Third, to provide guidelines for effective evidence-based human resource management (HRM) interventions targeting to boost PTs and STs JS levels by considering: (1) the perceived importance of individual work facets for them and (2) the school's performance in providing a satisfactory work environment.
Design/methodology/approach
Data on overall and important JS facets (i.e. satisfaction with opportunities for self-fulfillment, work intensity/load, salary/income, leadership and collegial relations) were collected from a sample of 438 PTs and STs in Greece. Moreover, MUSA, a method that combines Multi-Criteria Decision (MCDA) and Importance-Performance Analysis (IPA), was applied to uncover the critical work environment facets of PTs and STs overall JS that call for interventions.
Findings
The findings suggest that PTs seem to value, more than STs, the transactional and economic aspects of the school environment. More precisely, on the part of PTs, self-fulfillment and salary/income are the main contributors to their JS, whilst leadership is the least important facet of JS. For STs self-fulfillment and collegial relationships are the aspects of work that contribute the most to their overall JS, whilst salary/income is the least important contributor. The study results further indicate that self-fulfillment is the strong attribute of Greek schools' work environment in boosting TJS regardless teachers' status, whilst salary/income and workload are potential threats.
Originality/value
It is one of the few studies that provide insights into the differing JS patterns of STs and PTs through the application of a MCDA/IPA method. Therefore, it offers evidence-based guidelines that take into consideration both the school's performance (overall and facet JS) and importance of core aspects of the work experience for STs and PTs.
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