Joseph Klein and Racheli Ninio
The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of this paper…
Abstract
Purpose
The literature indicates that sudden key experiences induce emotional and cognitive reactions strong enough to change perceptions and behavior over time. The purpose of this paper is to examine the question whether school principals undergo key experiences and whether these experiences are related to improvements in their work patterns and to professional empowerment beyond what could be attributable to the professional insights acquired through on-the-job experience.
Design/methodology/approach
Qualitative in-depth interviews of 15 public high school principals with 4–19 years of experience elicited information about the extent of their exposure to key experiences and any changes that occurred in their managerial thinking and functioning after having undergone these experiences.
Findings
All of the respondents implemented significant changes in their work after undergoing key experiences. The insights gained from key experiences had not been acquired through on-the-job experience. Nevertheless, the qualitative nature of this research does not allow for any conclusive findings about the causality of key experiences upon managerial changes among principals.
Practical implications
It may be possible to use the findings uncovered by this study and its conclusions regarding experiential learning acquired from key experiences by school principals to enrich managers in general.
Originality/value
This study demonstrates that the process of school principals’ professional development involves a unique component and source of knowledge resulting from key experiences, and this phenomenon has not previously been investigated. This study’s findings about key experiences contribute to a deeper understanding of the process of professional development among principals.
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Zehorit Dadon-Golan, Iris BenDavid-Hadar and Joseph Klein
The purpose of this paper is twofold. First, it examines the extent of equity in the academic achievement distribution by analyzing Israeli students’ high school matriculation…
Abstract
Purpose
The purpose of this paper is twofold. First, it examines the extent of equity in the academic achievement distribution by analyzing Israeli students’ high school matriculation scores, controlling for background characteristics (e.g. parental education) and for previous achievement. Second, it analyzes the trends in equity during the examined period from 2001 to 2011.
Design/methodology/approach
Nationwide extensive data sets, at the student level, of 11 cohorts are analyzed using logistic regression models.
Findings
Major findings reveal that the odds ratios (ORs) are in favor of students from families with a high level of parental education (an increment of one year of parental education increases the odds of student’s success by 3 percent). In addition, the ORs are less favorable for Arab students (30 percent lower). Furthermore, a high previous achievement level increases the odds of success (an increment of 1 percent in achievement increases the odds by 6 percent). In addition, the extent of inequity remains stable throughout the examined period.
Originality/value
Israel serves as an interesting case study, as its student achievement distribution in international examinations is characterized by the highest gap compared with other OECD countries, although its policy aspires to achieve equity. This puzzle, is the motivation for this study. Moreover, insights from this research might assist policy makers to promote equitable education.
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Mor Zahavi, Iris BenDavid-Hadar and Joseph Klein
The purpose of this paper is to examine the relationships between education and competencies from a comparative view, while controlling for background characteristics (e.g…
Abstract
Purpose
The purpose of this paper is to examine the relationships between education and competencies from a comparative view, while controlling for background characteristics (e.g. parental education), home features (e.g. income) and country fixed effect.
Design/methodology/approach
This paper utilises an international data sets of 12 Belt and Road (B&R) countries participating in the PIAAC survey. Data are examined using regression models with “REPSET” Stata code. The focus on B&R countries is interesting as this recent economic and strategic development alliance might transform the contemporary global balance of power. Therefore, examining its educational development is important.
Findings
Findings reveal the higher the level of education, the higher the competency level in numeracy and literacy. Age was found to be negatively related to competencies, and gender was found to be dually significant. Among the examined B&R countries, Slovenia, Russia and Israel contribute the most to the numeracy, literacy and problem solving competencies (respectively) compared with other countries. The findings might contribute to the design of education for development policies aimed at increasing the level of state competitiveness while accounting for social cohesiveness.
Originality/value
The paper provides a comparative study into educational development of the B&R alliance, and therefore offers an insight of the developmental cooperation as it emerges. The focus on the B&R initiative is important as it is a strategic development alliance which might transform the contemporary global balance of power. Therefore, the examination of the above-mentioned relationships with the focus on B&R countries might advance the strategic design of this cooperation.
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The paper aims to examine the factors that influence the turnover intention of information system (IS) personnel.
Abstract
Purpose
The paper aims to examine the factors that influence the turnover intention of information system (IS) personnel.
Design/methodology/approach
Anchored in the theory of human capital and the theory of planned behavior, as well as an extensive review of existing turnover literature, the authors propose a novel set of variables based on the three‐level analysis framework suggested by Joseph et al. to examine IS turnover intention. At the individual level, IT certifications, IT experience, and past external and internal turnover behaviors are considered. At the firm level, industry type (IT versus non‐IT firms) and IT human resource practices regarding raise and promotion are included. Finally, at the environmental level, personal concerns about external changes characterized by IT outsourcing and offshoring are studied. The authors investigate the impact of these variables on turnover intention using a large sample of 10,085 IT professionals working in the USA.
Findings
The empirical analysis based on logistic regression indicates significant associations between the variables and turnover intention.
Research limitations/implications
Future research may be directed toward developing multiple‐item measures for better validity and reliability of the study.
Practical implications
The authors derive managerial implications that may help guide firms to formulate effective human resource management and retention policies and strategies. They include the importance of organizational support for certification programs and the retention strategy based on the three phase career life cycle of IT professionals.
Originality/value
The study shows many interesting findings, some of which contrast the existing assertions. For example, the authors cannot find the inverted U‐shaped curvilinear relationship between IT experience and turnover intention shown in previous research.
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In an attempt to identify the most capable candidates for selection as school principals, examines the validity of the prediction of success by means of a questionnaire. This tool…
Abstract
In an attempt to identify the most capable candidates for selection as school principals, examines the validity of the prediction of success by means of a questionnaire. This tool measured the level of cognitive activity with respect to three diverse components of the decision‐making process. A total of 99 school principals ranked by their superiors responded to the questionnaire. It was found that successful principals, in the first phase of the decision‐making process, ascribed great importance to gathering information from objective sources, while the unsuccessful principals gave greater emphasis to data collection from subjective sources. In the final decision‐making phase, both successful and unsuccessful principals preferred the subjective sources, although it was the former who particularly stressed the subjective aspect. Explores the reason for the change in the approaches of the two groups. Investigation of three aspects of decision‐making processes characterizing the different groups, together with a locus of control test, made it possible to identify the various gradations of success of the principals with a 55 percent degree of accuracy.
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The literature indicates the advantages of decisions formulated through intuition, as well as the limitations, such as lack of consistency in similar situations. The principle of…
Abstract
Purpose
The literature indicates the advantages of decisions formulated through intuition, as well as the limitations, such as lack of consistency in similar situations. The principle of consistency (invariance), requiring that two equivalent versions of choice‐problems will produce the same preference, is violated in intuitive judgment. This paper aims to examine the contribution of the simple decision process (SDP) to invariance in intuitive educational decisions. The SDP integrates intuitive and systematic techniques by breaking down a dilemma into simple problems that can be processed intuitively with little or no perturbation by bias.
Design/methodology/approach
In total, 40 teachers resolved a complex educational dilemma three times intuitively, with the same data presented in a different order in each iteration. Content analysis revealed inconsistency in the conclusions reached with the three formats. This is explained in the literature by the anchoring effect. Thereafter, the three‐step procedure was repeated, with the participation of 246 teachers using SDP. A statistical analysis showed significant invariance with respect to decisions made during the three trials.
Findings
An SDP formulated decision is not affected by the order of data presentation. The principle of invariance, a sine qua non in analyzing rational choices, is maintained
Originality/value
The article sheds light on the potential inherent in integration of intuition and common sense with analytical thought‐patterns in educational decisions and in other fields that involve probabilistic determinations.
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The literature advocates educational decision‐making processes that are either intuitive or systematic. While the two approaches seem to be incompatible, each has its merits…
Abstract
Purpose
The literature advocates educational decision‐making processes that are either intuitive or systematic. While the two approaches seem to be incompatible, each has its merits. Intuitive thinking is considered to be holistic and creative, whereas the systematic approach has the advantages of a theoretical foundation and accuracy in data processing. The purpose of this paper is to investigate a procedure that integrates both approaches.
Design/methodology/approach
A total of 383 academic teachers were asked to resolve a complex educational dilemma by means of three different decision‐making procedures: intuition; a precise systematic procedure utilizing DSS software; and the Simplified Decision Process (SDP) that integrates the intuitive and systematic techniques by breaking the dilemma down into simple secondary problems that can be processed intuitively without computer assistance.
Findings
The paper finds that 52 percent of the participants utilizing SDP arrived at decisions similar to the DSS‐mediated conclusions.
Originality/value
The paper sheds light on the differential thinking patterns of decision makers, and on the cognitive potential demonstrated when SDP is employed for simplification of complex educational decisions without the pitfalls of inexact and biased judgments.
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Joseph Klein and Lizi Shimoni-Hershkoviz
Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal…
Abstract
Purpose
Regulation and privatization of education systems has led to a “league standing” mentality regarding school achievements. The present study examines how school principals deal with the pressures of competition and achievements while aspiring to imbue pupils with values and a broad education.
Design/methodology/approach
12 high school principals were interviewed about external demands imposed on them, their educational policy and modes of operation.
Findings
Publicly, school supervisors advocate a balance between core studies and education for values and enrichment. Informally they pressure principals to allocate maximal resources to preparing for high risk tests at the expense of other educational activities. School administrators and teachers, while dissatisfied with this approach, maintain a covert informal culture that concentrates mainly on external test achievements, which contrasts to their public value-rich educational vision, and undertake actions that raise educational, management and ethical questions.
Research limitations/implications
Understanding school culture requires a grasp of informal external pressures on school staffs and their influence on the gap between a school’s declared and actual policies.
Practical implications
Placing the schools’ informal culture on the research agenda will increase institutional transparency and may contribute to a greater correspondence between school visions advocating knowledge and values, and the policy actually implemented.
Originality/value
Raising this subject for discussion may contribute to a demand for more transparency in how schools allocate their resources. It may also help to increase the correspondence between the values and vision promulgated by schools and the educational policy they actually implement.
Little has been written about the contribution of organizational transparency to reduction of conflict between principals and teachers, especially when clarification justifies…
Abstract
Purpose
Little has been written about the contribution of organizational transparency to reduction of conflict between principals and teachers, especially when clarification justifies seemingly unreasonable demands by the administration. The purpose of this paper is to fill this gap.Design/methodology/approach – In total, 294 teachers from 59 elementary and high schools studied a decision by school administration that was given without explanation and caused conflict between the teachers’ commitment to work and to their home life. The participants completed an attitude questionnaire about their emotional commitment and involvement in work. About a month later, the same decision was presented to them but this time with full clarification of its underlying factors. They were then asked to respond to the same questionnaires a second time. The transition from an unexplained to an explained caused a significant change in the attitude of participants toward administration, and improved the teachers’ emotional commitment to their work, as well as their willingness to be intensively involved in it.
Findings
A significant interaction was found between the academic background of teachers and their attitudes. Participants at Master's degree level or preparing for it were more positively influenced by transparency than were Bachelor's degree candidates and holders.
Practical implications
The results indicate certain activities in which transparency contributed to mutual trust and cooperation within school staffs. The possibility of extending the effect to other fields of endeavor is discussed.
Originality/value
The paper's findings contribute to a broader understanding of the ramifications of executive transparency and reveal its intra‐organizational benefits and limitations.
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Jenny Weissbourd, Maureen Conway, Joyce Klein, Yoorie Chang, Douglas Kruse, Melissa Hoover, Todd Leverette, Julian McKinley and Zen Trenholm
The paper discusses the relationship between systemic inequity and wealth disparity and advocates for expanding employee share ownership as a strategy to address divides in income…
Abstract
Purpose
The paper discusses the relationship between systemic inequity and wealth disparity and advocates for expanding employee share ownership as a strategy to address divides in income and wealth by race and gender. It targets diverse actors including policymakers, philanthropic leaders and social investors and presents a set of policy proposals and practice ideas that seek to advance a broader understanding of employee share ownership and build the capacity of key organizations to support employee-owned businesses.
Design/methodology/approach
This paper draws on data indicating positive outcomes from employee share ownership programs (ESOPs) related to job quality, economic stability and wealth-building, as well as widespread political support for ESOPs.
Findings
This paper suggests that employee share ownership can help to strengthen job quality and address race and gender income and wealth gaps. It argues that there is both public support and a range of different strategies actors can implement to expand awareness and access to different forms of employee share ownership.
Research limitations/implications
Additional research focused on other forms of employee share ownership (beyond ESOPs) is needed to deepen understanding of how each form can play a role in addressing racial and gender wealth inequities. The paper acknowledges that despite the potential of employee share ownership to mitigate racial and gender wealth gaps, additional simultaneous strategies are required to address the range of systemic barriers that have disproportionately limited women and people of color's participation in ESOPs.
Practical implications
Policymakers are actively seeking new proposals, while philanthropic leaders, social investors and others are also eager to build awareness and understanding of employee ownership models and develop the institutional capacity necessary to support strong employee-owned businesses. This paper directly responds to these needs and contributes to a broader collaborative effort to spread employee share ownership policies and practices that support economic recovery and lay the foundation for a more equitable and resilient economy.
Social implications
Employee share ownership is not yet a strategy that is well understood among policymakers and the public, but it connects to and supports outcomes that are top of mind for many, including increasing local ownership and bolstering local economies, helping small business owners retire in ways that preserve local jobs and businesses, strengthening job quality and workforce development, addressing racial inequity and economic inequality and providing workers greater voice and agency. This paper seeks to connect employee ownership to these high-priority issues and support efforts by a range of organizations to implement policy and practice solutions.
Originality/value
This paper fulfills an identified need to aggregate recent research on the relationship between employee share ownership and wealth inequities on the basis of race and gender. It also offers a timely argument that employee ownership strategies can play an important role in responding to the challenges facing communities and workers – particularly women workers and workers of color – as we rebuild from the COVID-19 pandemic.