Suzanna Windon and Olga Buchko
The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener…
Abstract
The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.
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Abdullah M. Abu-Tineh, Samer A. Khasawneh and Aieman A. Omary
The purpose of this study was to determine the degree to which Kouzes and Posner’s Transformational Leadership Model is being practiced by school principals as perceived by their…
Abstract
The purpose of this study was to determine the degree to which Kouzes and Posner’s Transformational Leadership Model is being practiced by school principals as perceived by their teachers in Jordanian schools. Means, standard deviations, t-tests, and one-way analysis of variance (ANOVA) were utilized in this study. Results indicated that transformational leadership is being moderately practiced and applied by Jordanian principals. Furthermore, statistical results indicated that gender and school type had an influence on teachers’ perceptions in favor of female teachers and basic schools respectively. Finally, there were no significant differences among the three experience level groups of teachers (new hiring, middle career, and long experience) in their perceptions of each dimension of Kouzes and Posner’s model.
Carolyn Crippen and Jessica Willows
This paper explores the literature on teacher leadership and servant leadership; identifying connections and similarities between the two. Using the ten characteristics of servant…
Abstract
This paper explores the literature on teacher leadership and servant leadership; identifying connections and similarities between the two. Using the ten characteristics of servant leaders developed by Spears (2010), the characteristics and behaviours of teacher leaders and servant leaders are compared. Through this exploration a number of implications are reviewed, which in turn lead to recommendations going forward. These include how servant leadership can strengthen and inform teacher leadership by its inclusion in teacher leadership educational programs thus pointing to the possibility of a synergistic partnership.
Poh Yen Ng, Bronwyn P. Wood and Bettina Lynda Bastian
The purpose of this study is to develop an empirically informed framework to analyze women empowerment and entrepreneurship, contextualized within a collective society.
Abstract
Purpose
The purpose of this study is to develop an empirically informed framework to analyze women empowerment and entrepreneurship, contextualized within a collective society.
Design/methodology/approach
The authors conducted 15 in-depth semi-structured interviews with women entrepreneurs located in the United Arab Emirates to understand their entrepreneurial experiences and how they were empowered.
Findings
Findings suggest that the three aspects of power characterized as “positive” from within Rowlands’ distinctions (“power to”, “power with” and “power within”) dominate, as opposed to those emphasized in the literature (“power to” and “power over”). Findings include empowerment of the “me” (individual) also synergistically contributes to empowerment of the “we” (society), when considering empowerment within a collective society.
Originality/value
A psychology model was used as a basis to develop a Collective Empowerment Process Framework. This framework provides a fresh look at empowerment, allowing for explanations of how women in specific contexts experience empowerment and social change.
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Paula Marcelo-Martínez, Carmen Yot-Domínguez and Ingrid Mosquera Gende
Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles…
Abstract
Purpose
Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.
Design/methodology/approach
The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.
Findings
Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.
Originality/value
These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.