This chapter explores the phenomenon of organizational resilience. A comprehensive model was advanced and tested while utilizing a quantitative study conducted in the education…
Abstract
This chapter explores the phenomenon of organizational resilience. A comprehensive model was advanced and tested while utilizing a quantitative study conducted in the education system in Israel with 98 schools, involving 1,132 educators. Statistical analysis based on structural equation modeling revealed significant relationships between three antecedents (social capital, team empowerment, goal interdependence) and organizational resilience. In addition, a positive significant relationship was found between organizational resilience and organizational functioning in crisis. Organizational resilience was found to be a mediator between three of the antecedents (social capital, team empowerment, goal interdependence) and organizational functioning in crisis. Furthermore, organizational functioning in crisis was found to mediate the relationship between organizational resilience and organizational innovation. Implications for policymakers, managers, and change leaders in organizations are discussed.
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Romina Gómez-Prado, Aldo Alvarez-Risco, Jorge Sánchez-Palomino, Berdy Briggitte Cuya-Velásquez, Sharon Esquerre-Botton, Luigi Leclercq-Machado, Sarahit Castillo-Benancio, Marián Arias-Meza, Micaela Jaramillo-Arévalo, Myreya De-La-Cruz-Diaz, Maria de las Mercedes Anderson-Seminario and Shyla Del-Aguila-Arcentales
In the academic field of business management, several potential theories were established during the last decades to explain companies' decisions, organizational behavior…
Abstract
In the academic field of business management, several potential theories were established during the last decades to explain companies' decisions, organizational behavior, consumer patterns, and internationalization, among others. As a result, businesses and scholars were able to analyze and decide based on theoretical approaches to explain the current conditions of the market. Secondary research was conducted to collect more than 36 management theories. This chapter aims to develop the most famous theories related to business applied in the international field. The novelty of this chapter relies on the compilation of recognized previous research studies from the academic literature and evidence in international business.
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WAYNE K. HOY, C.J. TARTER and PATRICK FORSYTH
The theoretical and practical significance of the concept of subordinate loyalty to immediate superior is developed, and then, an empirical exploration of administration behavior…
Abstract
The theoretical and practical significance of the concept of subordinate loyalty to immediate superior is developed, and then, an empirical exploration of administration behavior that best predicts subordinate loyalty to elementary and secondary principals is undertaken. Data were collected from the principals and faculties in eighty public schools. Those characteristics of principal behavior accounting for the greatest explanation of loyalty are Thrust, Consideration, Initiating Structure, and Nonauthoritarianism; however, somewhat contrasting profiles emerge in predicting teacher loyalty in elementary and secondary schools. While Initiating Structure of the principal has high value in the secondary schools, it is Consideration, not Initiating Structure, which is most salient in elementary schools.
Vincenza Capone and Giovanna Petrillo
The purpose of this paper is to contribute to the validation of the Organizational Justice Index (OJI) by Hoy and Tarter (2004), a self-report questionnaire for teachers’…
Abstract
Purpose
The purpose of this paper is to contribute to the validation of the Organizational Justice Index (OJI) by Hoy and Tarter (2004), a self-report questionnaire for teachers’ perceptions of fairness in the operation and administration of schools.
Design/methodology/approach
In two studies the authors validated the Italian version of the OJI. Study 1 included 164 Italian high school teachers (76.8 percent were female) to test structure and construct validity. Study 2 involved 200 teachers (permanent and temporary teachers) to confirm the structure of the scale, test the construct and criterion validity, and invariance.
Findings
Confirmatory factor analyses confirmed the one-factor solution and that the structure of the scale was the same across teachers. Results revealed high internal reliability. The OJI correlated positively with equity, school climate, and job satisfaction, and negatively with depression and burnout.
Research limitations/implications
Since the research approach could lead to common method variance issues, it will be important to determine the associations of OJI with non-self-report assessments.
Practical implications
The OJI can be applied optimally to: assess potential organizational problems prior to conducting major interventions; investigate school dynamic problems; target interventions designed to enhance perception of organizational justice; incorporate evaluation of organizational justice as part of regular employee assessments.
Originality/value
Overall findings fill the need of standardized measures of organizational justice for specific context. The OJI is a valid instrument to measure organizational justice in school, involving different type of teachers.
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The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic…
Abstract
Purpose
The purpose of this paper is to trace a 40‐year research journey to identify organizational properties that foster the achievement of all students, regardless of socio‐economic status (SES).
Design/methodology/approach
The author describes a search for school properties that have an impact on the cognitive and social‐emotional development of faculty and students, with special emphasis on academic achievement.
Findings
Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES.
Originality/value
The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement.
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The aim of this paper is to examine the research literature on decision making and identify and develop a set of heuristics that work for school decision makers.
Abstract
Purpose
The aim of this paper is to examine the research literature on decision making and identify and develop a set of heuristics that work for school decision makers.
Design/methodology/approach
This analysis is a synthesis of the research on decision‐making heuristics that work.
Findings
A set of nine rules for swift and smart decision making was identified to facilitate and improve day‐to‐day decision making in schools.
Practical implications
The rules are proposed as ways for administrators to respond rapidly to problems without sacrificing quality or efficiency in the process.
Originality/value
The inquiry identifies a set of heuristics for decision making that are not well‐known in the literature in educational administration.
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Dunia A. Harajli and Bart F. Norré
Business schools need to prepare students for effective, ethical decision-making. When faced with stressful life events that negatively affect wellbeing, making decisions can…
Abstract
Business schools need to prepare students for effective, ethical decision-making. When faced with stressful life events that negatively affect wellbeing, making decisions can become more challenging. As future managers, students will need to learn how to make decisions when they are at the same time faced with stress and cognitive overload. In such situations, the brain looks for mental shortcuts in making choices to make things faster and easier, which leads to less optimal decision-making. Research shows that mindfulness meditation can effectively decrease stress and anxiety. Mindfulness meditation increases metacognition and, in the process, reduces the effects of biases, ethical blind spots, and psychological traps. Therefore, introducing students to these techniques has significant pedagogical potential for business education as students learn mindfulness meditation and show a need to include such practices in the curriculum. This chapter sheds light on two mindfulness technique cases with business school students in Lebanon and Switzerland. In these cases, the authors explore the impact of mindfulness practices on students by applying the emotional intelligence mood metre and mindfulness meditation. The authors also apply the ‘response time testing’ (RTT) methodology in the Swiss case to measure students’ attitudes. As a result, the authors provide simple confirmations from their classrooms that engaging in mindfulness activities and meditation is a simple and productive exercise that is essential for student wellbeing, learning, and decision-making. Therefore, the authors’ purpose is to encourage and give mindfulness practices a viable place in business education.
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Kursad Yılmaz and Yahya Altınkurt
This chapter examined the relationships between organizational justice, organizational trust, and organizational citizenship behaviors in Turkish secondary schools. Specifically…
Abstract
This chapter examined the relationships between organizational justice, organizational trust, and organizational citizenship behaviors in Turkish secondary schools. Specifically, the study investigated whether, and to what extent, organizational justice and organizational trust predict variation in the organizational citizenship behaviors of teachers. A survey research methodology was employed in the study. The sample included 466 secondary school teachers in Kutahya, a city in western Turkey. The study adopted pre-developed respective scales for gathering the data. The data gathering instrument of the study incorporated the Organizational Justice Scale (Hoy & Tarter, 2004), the Organizational Trust Scale (Yılmaz, 2006), and the Organizational Citizenship Behavior Scale (DiPaola, Tarter, & Hoy, 2005). Analysis of the data through the use of hierarchical multiple regression analysis yielded a significant effect of organizational justice and significant effects for two of the three types of organizational trust. There is a positive and moderate level relationship between organizational citizenship on the one hand, and organizational justice, trust in the principal, trust in colleagues, and trust in stakeholders on the other. Predictor variables are ranked in terms of the size of their effect on organizational citizenship as trust in colleagues, trust in the principal, trust in stakeholders, and organizational justice. Organizational justice is a significant predictor of organizational citizenship behavior when considered in isolation, but becomes insignificant when organizational trust is controlled for. Organizational trust and organizational justice explain around two fifths of the total variance in organizational citizenship behavior.
Roxanne M. Mitchell, Brenda J. Mendiola, Randall Schumacker and Xaviera Lowery
The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA).
Abstract
Purpose
The purpose of this paper is to use SEM to explore the effects of enabling school structure (ESS) and academic optimism (AO) on school achievement (SA).
Design/methodology/approach
A sample of 58 urban schools, including 42 elementary schools and 16 middle schools in a southeastern district in the USA were included in this study. Structural equation modeling was used to test the effects of three exogenous predictor variables (ESS, elementary status, and socio-economic status (SES)) on a latent mediating variable (AO) and a latent dependent variable (academic achievement).
Findings
Findings confirm that three factors; collective efficacy, faculty trust in clients, and academic emphasis come together to create the general latent construct referred to as AO by Hoy et al. (2006). Findings also support the importance of ESS in establishing a culture of AO. Together ESS, AO, elementary school level, and SES explained 77 percent of the variance in SA, with AO having the most significant effect above and beyond the effects of SES.
Research limitations/implications
This study was based on a sample of schools in the Southern portion of the USA. Findings may not be generalizable to other areas. The lack of availability of individual student achievement data prevented the use of hierarchical linear modeling.
Practical implications
Findings from this study point to the importance of administrators establishing flexible rules and regulations and engaging in a leadership style that is collaborative. It appears that ESS not only promotes the establishment of AO but contributes to increased SA and is likely to be critical for upper levels of schooling.
Social implications
Reform efforts need to involve parents and community members. AO may provide an appropriate lens to further explore parent and community perceptions of reform efforts and relationships with administrators and teachers. ESS may assist in creating the structures necessary for increased parent and community involvement as well as increased perceptions of AO.
Originality/value
This study is one of only three studies known to explore the effects of ESS on AO and is one of the first known studies to explore these effects in a middle school setting.