Search results

1 – 10 of over 19000
Per page
102050
Citations:
Loading...
Available. Content available
Book part
Publication date: 30 October 2001

Abstract

Details

Early Education and Care, and Reconceptualizing Play
Type: Book
ISBN: 978-1-84950-117-0

Access Restricted. View access options
Book part
Publication date: 17 July 2024

Haim Shaked

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.

Details

The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions
Type: Book
ISBN: 978-1-83797-505-1

Keywords

Access Restricted. View access options
Article
Publication date: 1 November 2003

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…

614

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.

Details

International Journal of Educational Management, vol. 17 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Access Restricted. View access options
Article
Publication date: 13 November 2023

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…

456

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.

Details

Journal of Educational Administration, vol. 62 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Access Restricted. View access options
Book part
Publication date: 24 July 2020

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).

Details

Strategy, Power and CSR: Practices and Challenges in Organizational Management
Type: Book
ISBN: 978-1-83867-973-6

Keywords

Access Restricted. View access options
Article
Publication date: 3 July 2023

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…

252

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.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Access Restricted. View access options
Article
Publication date: 6 July 2015

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…

1555

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.

Details

Journal of Educational Administration, vol. 53 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Access Restricted. View access options
Article
Publication date: 10 April 2017

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…

1174

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.

Details

Journal of Educational Administration, vol. 55 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Available. Open Access. Open Access
Article
Publication date: 30 January 2025

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…

81

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.

Details

Journal of Health Organization and Management, vol. 39 no. 9
Type: Research Article
ISSN: 1477-7266

Keywords

Access Restricted. View access options
Article
Publication date: 28 December 2022

Anh-Duc Hoang

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.

440

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.

Details

International Journal of Educational Management, vol. 37 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of over 19000
Per page
102050