Pascale Benoliel and Anat Barth
As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the…
Abstract
Purpose
As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout.
Design/methodology/approach
Data were collected by survey from a sample of 367 teachers in Israel.
Findings
First, the results of general linear model (GLM) analysis indicated significant differences in the teachers’ perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes.
Originality/value
This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers’ well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school’s cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations.
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Keywords
This study aims to analyze and synthesize literature on consumer privacy-related behavior and intelligent device-to-device interactions within the Internet of Things (IoT).
Abstract
Purpose
This study aims to analyze and synthesize literature on consumer privacy-related behavior and intelligent device-to-device interactions within the Internet of Things (IoT).
Design/methodology/approach
We conducted a systematic review using Elsevier’s Scopus database, focusing on studies published in English from 2000 to 2023. The review targeted articles within selected social sciences and business disciplines, specifically concerning consumer behavior in IoT contexts.
Findings
We categorized the privacy literature into three thematic clusters: legislation and policy, business implications and consumer behavior. Within the consumer behavior cluster, our analysis indicates a shift from general Internet and e-commerce privacy concerns prior to 2016, toward issues related to advertising and policy between 2017 and 2018, and increasingly toward pronounced concerns in technological systems, particularly IoT, from 2019 onwards. We identify eight distinct areas of privacy concern within IoT and propose a framework that links antecedents and privacy concerns to subsequent attitudes and behaviors. This framework highlights varying patterns of information disclosure and bridges theoretical constructs with empirical research in IoT privacy.
Originality/value
Originality lies in enhancing the Antecedents-Privacy Concerns-Outcomes (APCO) macro-model by integrating diverse theoretical perspectives on technological and individual-specific antecedents, alongside privacy concerns and beliefs. This comprehensive integration enriches the framework, enabling it to predict and categorize consumer behavior in IoT environments more effectively. The revised model provides a robust tool for understanding privacy-related behavior within the IoT, significantly enriching its theoretical relevance and practical applicability.
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The aim of this paper is to present conclusions from a series of studies on the introduction of new learning technologies at the College of Judea and Samaria, Israel, including…
Abstract
Purpose
The aim of this paper is to present conclusions from a series of studies on the introduction of new learning technologies at the College of Judea and Samaria, Israel, including course websites and a computerized marking system.
Design/methodology/approach
This paper summarizes four distinct empirical studies based on annual student surveys, questionnaires developed specifically for the study and the College exam database. The first series of three studies was designed to examine usage rates and students' evaluations of effectiveness of website courses, in three concentric circles in the College: on the institutional, faculty and departmental level. The fourth study tracked an institutional initiative towards enhanced quality of instruction, by comparing College‐wide data on students' ratings and grades for courses whose instructors implemented and used a computerized grading system for multiple‐choice on‐line exams.
Findings
Studies show that academic e‐learning in Israel has focused on quantity rather than quality; and on superficial technological adoption rather than conceptual pedagogical change process.
Practical implications
Institutions wishing to encourage the introduction of innovative learning aids and technologies must develop the necessary conditions that ensure that technology adoption serves rather than dominates pedagogy.
Originality/value
This paper discusses the reasons for a focus on quantity rather than quality, and on superficial technological adoption rather than the introduction of a conceptual pedagogical change process, in Israeli higher education's approach to online learning. Empirical findings highlight the need to introduce technological innovations that are grounded in and develop from a sound pedagogical base.