DANIEL V. LEZOTTE, NAMBURY S. RAJU, MICHAEL J. BURKE and JACQUES NORMAND
This study compared per selectee utility estimates for the job of medical claims examiner based on applications of the Brogden‐Cronbach‐Gleser (BCG) and Raju‐Burke‐Normand (RBN…
Abstract
This study compared per selectee utility estimates for the job of medical claims examiner based on applications of the Brogden‐Cronbach‐Gleser (BCG) and Raju‐Burke‐Normand (RBN) utility analysis models. The RBN model's per selectee utility estimate, based on a transformed observed performance rating standard deviation (σR), was closest to the per selectee utility estimate computed with an empirically‐derived σY value. The implications of these results for estimating human resource program utility are discussed.
Daniel D. Liou and Carl Hermanns
The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have…
Abstract
Purpose
The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student.
Design/methodology/approach
Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics.
Findings
The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership.
Research limitations/implications
The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change.
Practical implications
The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change.
Social implications
By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools.
Originality/value
This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.
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This paper is intended to give an overview of research on the impact of leadership on student outcomes, the main leadership activities related to these outcomes, and strengths and…
Abstract
Purpose
This paper is intended to give an overview of research on the impact of leadership on student outcomes, the main leadership activities related to these outcomes, and strengths and weaknesses in the research base.
Design/methodology/approach
This paper is a literature review of key papers addressing the relationship between leadership and student outcomes. Key authors and journals in the field were consulted.
Findings
Leadership has a significant indirect impact on student outcomes, though the role of contingency and school context in shaping leadership is important. There is some evidence for impact of transformational, distributed and instructional leadership. The evidence base for an impact of leadership development is limited, however. The research base suffers from significant weaknesses, such as dualism, over‐prescriptivity, lack of international research, limited methodologies, and poor measurement.
Originality/value
This paper provides a comprehensive overview of the evidence and points to ways in which research in the field can be improved to develop one's knowledge base further.
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Kelsey Lucyk, Kim Gilhuly, Ame-Lia Tamburrini and Bethany Rogerson
Health impact assessment (HIA) is a systematic research and public engagement tool used to elevate health and equity in public policies. However, HIA practitioners often overlook…
Abstract
Purpose
Health impact assessment (HIA) is a systematic research and public engagement tool used to elevate health and equity in public policies. However, HIA practitioners often overlook potential mental health impacts. The purpose of this paper is to review the degree to which mental health is included in HIAs in the USA.
Design/methodology/approach
The authors conducted a systematic review of 156 HIAs that were completed between 1993 and 2013 for their inclusion of mental health. HIAs were subdivided to assess if mental health conditions or their determinants were measured, and if predictions or mitigation strategies were made in the scoping, assessment, or recommendations phases.
Findings
Overall, 73.1 percent of HIAs included mental health. Of the HIAs that included mental health (n=114), 85.1 percent also included the determinants of mental health and 67.6 percent included mental health outcomes. 37.7 percent of HIAs measured baseline mental health conditions and 64.0 percent predicted changes in mental health as the result of implementing the proposed policy, plan, or program. Among the HIAs that made predictions about mental health, 79.5 percent included recommendations for potential changes in mental health, while only 46.6 percent had measured mental health at baseline.
Research limitations/implications
Although many HIAs included mental health in some capacity, this paper quantifies that mental health is not included in a robust way in HIAs in the USA. This presents a difficulty for efforts to address the growing issues of mental health and mental health inequities in the populations.
Originality/value
This paper represents the first academic endeavor to systematically assess the state of the field of HIA for its inclusion of mental health.
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G. Devos, D. Bouckenooghe, N. Engels, G. Hotton and A. Aelterman
The goal of this inquiry is to indicate which individual, organisational and external environment factors contribute to a better understanding of the well‐being of Flemish primary…
Abstract
Purpose
The goal of this inquiry is to indicate which individual, organisational and external environment factors contribute to a better understanding of the well‐being of Flemish primary school principals.
Design/methodology/approach
Data from a representative sample of primary schools in Flanders (n = 46) were gathered through questionnaires (principals and teachers) and semi‐structured interviews (principals).
Findings
The quantitative and qualitative outcomes suggest that well‐being is a complex psychological phenomenon affected by a myriad of factors. The analyses indicate that general self‐efficacy and achievement orientedness are significantly correlated with several aspects of positive (i.e. job satisfaction and job enthusiasm) and negative well‐being (i.e. cynicism and personal accomplishment). With respect to school culture and structural characteristics, very weak almost negligible effects are noted. In addition, the analysis demonstrates the significant role school boards fulfill in explaining both positive and negative well‐being. Finally, the role of central government in generally is found to affect well‐being in a negative way.
Practical implications
The findings of this paper provide important information for policy makers concerned with the improvement of the well‐being of primary school principals.
Originality/value
Although prior research investigated the influence of different antecedents on well‐being, several limitations in method and conceptual framework yielded information of which the usefulness must be considered tentative. In this inquiry an attempt is made to overcome these limitations and contribute to the literature in a double way: this study adopts a concurrent mixed method approach of data collection; and well‐being is examined from a positive psychology (job enthusiasm and job satisfaction) and negative psychology approach (burnout), whereas prior research almost exclusively looked at the negative pole of well‐being.
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The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the…
Abstract
Purpose
The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the instructional leadership practices, namely teaching evaluation, and seeks to investigate the influence on the effective teacher practices and on the achievement of 6th grade primary school students studying mathematics in the Cyprus educational system.
Design/methodology/approach
A quantitative research approach was deemed appropriate and employed for the purpose of the research subject, and in particular for the type of questions studied. Data were collected from 81 principals, 139 6th grade teachers and 1,553 students in the Cyprus educational system. In addition, data analysis was performed using structural equation models (SEM).
Findings
The instructional leadership approach assumes that principal evaluations influence high learning outcomes. Findings demonstrated that the principal evaluation has a positive and statistically significant impact on effective teaching practices and student achievement.
Originality/value
It is important to acknowledge that in the Cyprus educational leadership field the corellation among the instructional leadership, the effective teaching practices of teachers and the students achievements were not examined through the above parameters. Furthermore, the survey provided important insights into the principals, teachers, pupils and, more generally, on Cyprus's educational policy.
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Erick B. Knezek, Thevu Vu and Jim Lee
The purpose of this case study is to develop a lean six sigma (LSS) define–measure–analyze–improve–control (DMAIC) procedure to optimize the willingness to respond (WTR) of…
Abstract
Purpose
The purpose of this case study is to develop a lean six sigma (LSS) define–measure–analyze–improve–control (DMAIC) procedure to optimize the willingness to respond (WTR) of Louisiana-based law enforcement officials (LEO) to disasters.
Design/methodology/approach
Various LSS tools were used to implement DMAIC to clearly define the problem of WTR, measure the self-reported WTR through a survey, perform statistical analysis on the measured data to identify significant variables to WTR, brainstorm issues and improvements with stakeholders, develop mitigation strategies, implement a pilot solution survey and develop control measures.
Findings
Louisiana LEO showed an average of 73.9% of WTR to all disasters. Seven significant variables influenced WTR, which are prior experience, transportation, duty to organization, risk to self, conflicting roles, training and incentive pay. The results from pilot solutions showed that utilizing incentive pay, adequate training and personal protective equipment (PPE) increased WTR from 0.5% up to 16%.
Originality/value
This study developed and validated a unique procedure to improve LEO WTR to disasters, providing a set of DMAIC tools and concepts that can be used by other emergency response agencies. This research was performed during the COVID-19 pandemic and after Hurricane Laura impacted Louisiana.