This chapter highlights the close relationship between the wellbeing of faculty and students in higher education and the quality of teaching and learning. Improving teaching and…
Abstract
This chapter highlights the close relationship between the wellbeing of faculty and students in higher education and the quality of teaching and learning. Improving teaching and learning is crucial for promoting the wellbeing of both faculty and students. As such, instructional leadership, an approach that focuses on enhancing teaching and learning, should be a priority for higher education leaders. However, the involvement of higher education leaders in instructional leadership is often limited. Therefore, a customized version of instructional leadership that considers the unique priorities, characteristics, and norms of this specific educational context should be implemented in higher education to prioritize the improvement of teaching and learning and, consequently, enhance the wellbeing of faculty and students.
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Y.L. Jack Lam, C.M. Marshall Chan, H.L.W. Pan and H.C.P. Wei
Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school…
Abstract
Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school development along the path towards learning organizations. Guiding the present assessment is a newly conceived model, which resorts to organizational learning processes and outcomes to construct a two‐by‐two typology, and four possible stages of development were postulated. From the distribution of a sample of 88 elementary and secondary Taiwanese schools, a bipolar concentration of schools in the relatively unchanged conditions and advanced stages of organizational learning were found. This suggested a sharp contrast between schools that prefer status quo versus those that actively search for new directions in meeting the rising challenges. Further exploration of factors that promote organizational changes revealed that external, intra‐organizational and, to a smaller extent, the contextual factors all play some part in organizational learning. Additional interviews with principals of schools located in differential stages of development clarify how their perception and mentality shape their schools’ development.
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Hui-Ling Wendy Pan and Wen-Yan Chen
The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such…
Abstract
Purpose
The importance of teacher leadership in enhancing school outcomes is recognized, but there remains a scarcity of research addressing the conditions for principals to nurture such leadership. This study examined how school contextual factors, i.e. faculty trust and academic emphasis, moderate the impact of principals' distributed leadership lon teacher leadership.
Design/methodology/approach
A nationwide survey was conducted among junior high school teachers in Taiwan. The sample encompassed schools from different geographical regions and sizes, yielding a total of 1,340 valid responses. Hierarchical regression analyses were employed to analyze the potential moderating effects of interest.
Findings
There were interactive effects of principals' distributed leadership and school contextual factors on teachers' adoption of leadership roles. The impact of principals' distributed leadership on teacher leadership was amplified in environments marked by elevated levels of trust relations and reduced academic emphasis.
Practical implications
This study uncovers the critical prerequisites principals must address to cultivate teacher leadership. To effectively encourage heightened teacher engagement in leadership, principals must place a premium on nurturing trusting relations with their teaching staff and acknowledge that the influence of their leadership might be lessened in an environment where credentialism holds sway.
Originality/value
The exploration into faculty trust and academic emphasis yields insights into the conducive conditions for principals to foster teacher leadership. The identified attenuating impact of academic emphasis on principal effect within an Asian societal context highlights its significance not only as an organizational property but also as a manifestation of national cultural values.
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Mónica del Carmen Meza-Mejía, Claudia María García-Casas, Claudia Fabiola Ortega-Barba and Sara Elvira Galbán-Lozano
This qualitative research articulates the perspective that educational institution directors have on the meaning of management action and the need for training in this area…
Abstract
This qualitative research articulates the perspective that educational institution directors have on the meaning of management action and the need for training in this area. Significant research findings include the importance of training in three specific aspects: technical knowledge, virtues, and managerial competencies. Study participants emphasized that experience alone is insufficient to run a school, which is an important job not only for educating students, but also for the impact it has on the entire educational community (i.e., managers, administrative and service staff, teachers, and parents).
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Hui-Ling Wendy Pan, Jui-Hsuan Hung and Huilin Bai
Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power…
Abstract
Purpose
Learning power is crucial in today's rapidly changing world, yet its application to teachers is under-explored. This study delved into the investigation of teacher learning power and examined how it matters in the relationship between teachers' experiences in lesson study and the adoption of constructivist pedagogy.
Design/methodology/approach
A cross-sectional survey of 226 elementary, junior high, and senior high school teachers in Taiwan was conducted, and the results were analyzed using structural equation modeling.
Findings
The findings suggest that both participation in lesson study and teacher learning power were positively associated with the practice of constructivist pedagogy. Moreover, teacher learning power partially mediated the relationship between lesson study and constructivist pedagogy.
Originality/value
By incorporating the concept of teacher learning power and performing a mediation analysis to understand how it matters, this study has added to the expanding collection of works on lesson study explored from different perspectives and in various contexts.
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Hui-Ling Wendy Pan, Fong-Yee Nyeu and June S. Chen
The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how…
Abstract
Purpose
The purpose of this paper is to examine how instructional leadership, a concept imported from Western scholarship, has been conceptualized in the Taiwanese context and how principal instructional leadership is realized in schools. The development trajectory of principal instructional leadership is delineated by examining empirical studies in the past two decades.
Design/methodology/approach
This paper adopts an exploratory approach to review the Taiwanese empirical literature on principal instructional leadership. A total of 80 studies were systematically analyzed and common themes were identified.
Findings
This paper finds that a hybrid model of the conceptualization of instructional leadership has been developed in Taiwan. Principals performed more indirect than direct leadership behaviors. A gap exists between the ideal instructional leader and the reality.
Research limitations/implications
The development of a formal theory of instructional leadership is expected as various substantive theories are developed and more data are accumulated. To yield the desired outcome of knowledge acceleration, the coordination of research efforts across scholars and institutions is a must.
Practical implications
The articles reviewed suggest less effort spent by principals on the teachers. Yet with a national promotion of teacher learning community, as well as cooperative and collaborative learning in recent years, principal instructional leadership behaviors are expected to rise in terms of ensuring instruction quality and professional development.
Originality/value
This paper is an attempt to accumulate knowledge about principal instructional leadership in Taiwan. It is a contribution to the exploration of indigenous perspectives and practices and the understanding and building of educational leadership in Asia.
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Hui-Ling Wendy Pan, Fong-Yee Nyeu and Shu-Huei Cheng
The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent…
Abstract
Purpose
The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education.
Design/methodology/approach
This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials.
Findings
As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning.
Research limitations/implications
This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged.
Practical implications
With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration.
Originality/value
This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.
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Muzammil Hussain, Trong Tuan Luu and Timothy Marjoribanks
Healthcare is a service industry where fulfilling the needs of patients (customers) is challenging. Various factors, including cost, system complexity, staffing behaviours and…
Abstract
Purpose
Healthcare is a service industry where fulfilling the needs of patients (customers) is challenging. Various factors, including cost, system complexity, staffing behaviours and technological advances, play vital roles. Drawing upon social exchange theory, this study seeks to determine how paternalistic leadership (authoritarianism, benevolence and morality) influences employee service innovative behaviour and counterproductive work behaviour via perceived supervisor support in the healthcare sector. Additionally, the study investigates the role of the public service motivation of individuals as a moderating factor in this relationship.
Design/methodology/approach
A pilot study and a main study were conducted to test the hypotheses. We collected data from healthcare professionals in Pakistan’s large public, private and semi-government hospitals. We applied bootstrapping with 5,000 replications and structural equation modelling to analyse the data.
Findings
Results indicate that authoritarianism was negatively associated with service innovative behaviour, whereas benevolent and moral behaviours were positively associated with service innovative behaviour via perceived supervisor support (mediation). Our findings shed light on the moderating role of public service motivation.
Originality/value
This empirical quantitative study has several theoretical and practical implications. Findings of our study provide evidence that a paternalistic leadership style can influence both positive (service innovative behaviour) and negative (counterproductive working behaviour) working behaviours simultaneously via perceived supervisor support at an individual level in the service (healthcare) industry. This study also highlights the moderating role of public service motivation as an individual motivation factor.
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This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.
Abstract
Purpose
This research study aims to capture the movement of research focus and to highlight notable authors, journals and documents on teachers' satisfaction from 1956 to 2022.
Design/methodology/approach
This paper analyzed the bibliographic metadata associated with 720 Clarivate Web of Science indexed articles on this topic, using descriptive, co-occurrence and thematic analyses.
Findings
The study first identified the growth trajectory of literature on this topic over time and found a steady increasement since 2016. The findings also revealed four sub-topics that scholars often investigate when studying teachers' satisfaction, which are: leadership, engagement, self-efficacy and retention, as well as the scholars' research focus on those sub-topics across different periods. In recent years, scholars have been paying more attention to exploring the influence of various leadership styles and teachers' professional identities on job satisfaction.
Originality/value
This paper is the first bibliometric review on this topic. The results of this study showed that there was little collaboration between authors across countries and territories. Therefore, there is a considerable demand for comparative studies on this topic, which can expose untapped insights from various cultures and societies. Finally, by featuring the most influential authors, documents and journals on teachers' satisfaction, this work might serve as an introduction for scholars who are new to this topic.