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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Rebecca J. Collie, Helena Granziera and Andrew J. Martin
The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate…
Abstract
Purpose
The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (i.e. job satisfaction and occupational commitment). Interaction effects between the job resource and job demand variables were also tested.
Design/methodology/approach
Data were from 5,951 principals in 22 Organization for Economic Co-operation and Development (OECD) countries that participated in the Teaching and Learning International Survey (TALIS) 2013. Path analysis of direct and interaction effects was tested, along with multigroup path analysis to determine any differences in results across nations.
Findings
The results showed that staff shortages and collegial climate predicted job satisfaction. All of the job resources and demands predicted occupational commitment. In addition, one interaction effect was significant showing that a participatory climate was especially important for occupational commitment under conditions of high staff shortages. The findings were similar across the 22 countries.
Originality/value
The study yields important knowledge about the cross-national salience of four job resources and demands that are associated with principals' well-being at work.
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Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan and Hatice Turan Bora
The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a…
Abstract
Purpose
The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.
Design/methodology/approach
Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.
Findings
The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.
Originality/value
Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.
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Emanuel Tamir and Sherry Ganon-Shilon
The study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.
Abstract
Purpose
The study explores characteristics of strong school cultures through principals' exploitation of additional resources within implementation of a national reform.
Design/methodology/approach
An interpretive approach was utilized to analyze qualitative data from semi-structured interviews with 35 Israeli high school principals who implemented a national reform in state and religious-state schools from all school districts.
Findings
The article presents four types of cracking cultures led by the principals: (1) a school values-based culture, such as respect; (2) a caring culture based on trust and a positive atmosphere; (3) a maintenance achievement-oriented culture; and (4) a creative culture that supports the teachers and takes risks in using resources beyond their intended purpose.
Originality/value
Exploring principals' exploitation of resources within a cracking culture may promote school improvement and innovation during national reform implementation.
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David Ng, Dong Thanh Nguyen, Benjamin Koon Siak Wong and William Kim Weng Choy
The purpose of this paper is to present a review of empirical studies on principal leadership in Singapore. It seeks to provide a general picture of Singapore principals’…
Abstract
Purpose
The purpose of this paper is to present a review of empirical studies on principal leadership in Singapore. It seeks to provide a general picture of Singapore principals’ leadership qualities, styles, and roles.
Design/methodology/approach
This is a systematic review of empirical studies, using a “bounded” approach with a focus on the main findings of the reviewed studies. In all, 36 studies were selected for the interview. The findings of these studies were open coded, synthesized, and clustered into different themes.
Findings
The review revealed several qualities, characteristics, styles, and enacted roles of Singapore principals. While there are similarities between Singapore principals and principals elsewhere in the world, the review brought out some features unique to Singapore principals.
Originality/value
This review contributes to the growing literature in comparative research on principals’ leadership and their enacted roles, and concurrently functions as a guide for further research on school leadership in Singapore.
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This study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture…
Abstract
Purpose
This study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.
Design/methodology/approach
This study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.
Findings
There is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.
Practical implications
This study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.
Originality/value
These findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.
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Reetesh K. Singh and Priya Chaudhary
Over the past few decades, Indian education system has witnessed a paradigm shift, leading to the replacement of the traditional education system. The traditional education system…
Abstract
Purpose
Over the past few decades, Indian education system has witnessed a paradigm shift, leading to the replacement of the traditional education system. The traditional education system focused on the holistic development of the student, with a focus on enhancing the student creativity and capability to innovate. This shift leads one to ask whether the modern education system still nurtures creativity. This paper aims to examine the impact of organizational culture in colleges on the creativity of students in India.
Design/methodology/approach
A questionnaire survey was administered to 174 students from public and private colleges. The relationship between creativity and locus of control of students was examined and discussed.
Findings
The results demonstrated that the organizational culture did not impact the creativity of students in India. The Indian higher education system will have to first overcome other systemic issues and bottlenecks to encourage creativity among students.
Research limitations/implications
The self-report questionnaires used in the study can at best assess aptitudes or tendencies but may not be the most appropriate method to capture actual events or dynamic processes. Self-report questionnaires must be supported and corroborated by recording actual study behavior to establish validity.
Originality/value
The findings of this study are useful for practitioners and policymakers to developing a culture conducive to creativity in students.
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Hannah Iannelli, Camilla Tooley, Grégoire Billon, Sean Cross, James Pathan and Chris Attoe
Individuals health with intellectual disabilities (ID) experience comorbid physical and mental health needs and have poorer outcomes resulting in early mortality. Currently, many…
Abstract
Purpose
Individuals health with intellectual disabilities (ID) experience comorbid physical and mental health needs and have poorer outcomes resulting in early mortality. Currently, many training provisions based on ID exist; however, limited research supports their effectiveness. High-fidelity simulation is an innovative training mechanism with promising preliminary results. This study aims to evaluate the longitudinal impact of simulation training on clinical practice in ID.
Design/methodology/approach
A mixed-method approach was used in this study. A one-day simulation course using actors who had ID was delivered to 39 health-care professionals from across London hospitals. Nine semi-structured interviews were conducted 12–18 months post training.
Findings
High-fidelity simulation training is an effective training modality, which has a sustainable impact on participants, their clinical practice and patients. Core features of the training including debriefing, the use and type of actors, scenario design and the facilitators are crucial learning mechanisms which impacts learning outcomes and changes to behaviour in clinical practice and settings.
Originality/value
To the best of the authors’ knowledge, this study is the first to longitudinally evaluate high-fidelity simulation training designed to improve the physical and mental health needs of those with ID. The research begins to bridge an important gap in the current literature, with a need for more research.