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Article
Publication date: 17 March 2016

Aparna Krishnan, Kerry Barnett, John McCormick and Geoffrey Newcombe

The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board…

388

Abstract

Purpose

The purpose of this exploratory study was to investigate independent school Boards as teams using a social cognitive perspective. Specifically, the study investigated Board processes and the nature of relationships between Board member self-efficacy, Board collective efficacy and performance of independent school Boards in New South Wales, Australia.

Design/methodology/approach

A multiple case study design that used qualitative research methods was employed. An expert steering group provided advice on the categorization of governance structures. A stratified purposeful sample of eight independent school Boards within the Sydney metropolitan area, New South Wales Australia participated. Data were collected from individual, semi-structured, face-to-face interviews with the Head of school, Board Chair and two Board members from each school. The interviews were digitally recorded and transcribed verbatim. Data were analyzed using qualitative data analysis procedures suggested in the literature.

Findings

The findings provide evidence that for independent school Board members in this study, self-efficacy and collective efficacy beliefs were related to perceptions of Board performance. Board member self-efficacy and Board collective efficacy appeared to be linked. Self-efficacy beliefs were primarily based on mastery experiences. Collective efficacy (at the individual level) primarily was based on members’ perceptions of Board past performance.

Originality/value

This paper provides insight into individual Board member beliefs likely to shape processes associated with independent school Board performance in New South Wales, Australia. The study is one of only a few that have adopted an empirical and descriptive approach, rather than only providing normative direction and imperatives.

Details

Journal of Educational Administration , vol. 54 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 2003

Kerry Barnett and John McCormick

School leaders continue to be urged to have vision. Some argue that effective schools have principals who create and communicate a vision for the school. However, although there…

7027

Abstract

School leaders continue to be urged to have vision. Some argue that effective schools have principals who create and communicate a vision for the school. However, although there is literature on visionary leadership, relatively little is empirical. The purpose of the study was to investigate transformational leadership behaviour and vision in schools. Four schools, in which the transformational leadership practices of principals were perceived by teachers to be characterised by individual concern and vision, were identified. A qualitative approach using semi‐structured interviews was used to collect data. Content analysis identified patterns and themes in the data from which propositions and conclusions were drawn. Within the context of the study, the results suggest that the influence of vision may be overestimated and the most critical leadership transformational behaviour is individual concern. The main conclusion of the study is that leadership in schools is mainly characterised by relationships with individuals, and it is through these relationships a leader is able to establish her/his leadership and encourage teachers to apply their expertise, abilities, and efforts towards shared purposes.

Details

Journal of Educational Administration, vol. 41 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 2001

Kerry Barnett, John McCormick and Robert Conners

Describes a study, which investigated the relationship between the transformational and transactional leadership behaviours of school principals in selected New South Wales state…

6792

Abstract

Describes a study, which investigated the relationship between the transformational and transactional leadership behaviours of school principals in selected New South Wales state secondary schools with some teacher outcomes and aspects of school learning culture. Analysis suggested that there were two factors which were transformational, two factors which were transactional and one teacher outcome factor. Five school learning culture factors were identified. Furthermore, the transformational leadership behaviour (individual concern) was associated with the teacher outcomes – satisfaction, extra effort and perception of leader effectiveness. Contrary to what might be expected, transformational leadership behaviour (vision/inspiration) had a significant negative association with student learning culture. Significant interactions suggested that this relationship may be more complex than might be expected.

Details

Journal of Educational Administration, vol. 39 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 September 2006

John McCormick, Kerry Barnett, Seyyed Babak Alavi and Geoffrey Newcombe

This paper develops a theoretical framework to guide future inquiry into board governance of independent schools.

2794

Abstract

Purpose

This paper develops a theoretical framework to guide future inquiry into board governance of independent schools.

Design/methodology/approach

The authors' approach is to integrate literatures related to corporate and educational boards, motivation, leadership and group processes that are appropriate for conceptualizing independent school board governance processes.

Findings

Shows that the institutional role of an independent school board is likely to be quite different, and considerably more significant than the role of a board of a systemic school.

Originality/value

This paper develops an original theoretical framework that will provide a sound basis for investigation of an important but neglected aspect of educational administration in Australia.

Details

Journal of Educational Administration, vol. 44 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 February 2008

John McCormick and Kerry Barnett

The purpose of this paper was to posit and test hypotheses concerned with relationships between teachers' demographics, locus of control and career stages.

1177

Abstract

Purpose

The purpose of this paper was to posit and test hypotheses concerned with relationships between teachers' demographics, locus of control and career stages.

Design/methodology/approach

A sample consisting of 416 Australian non‐executive high school teachers was gathered from 40 randomly selected high schools. Multilevel regression analysis reflecting the nested nature of the sample of teachers within schools, and allowing for testing for school effects, was employed.

Findings

The paper finds that significant gender and years of teaching experience differences were identified for a number of career stages. There were positive relationships between years of teaching experience and later career stages. A number of multilevel models relating locus of control and demographic variables to career stage were developed and are reported.

Originality/value

The paper shows that teachers' generalized beliefs about personal control may be related to career stages and school practices should nurture beliefs in personal control, rather than dependence on powerful others in the school setting.

Details

Journal of Educational Administration, vol. 46 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 29 March 2011

John McCormick and Kerry Barnett

It may be argued that some shared psychological mechanisms (attribution) and structures (schemas) are likely to play a role in how individuals perceive stress. This paper seeks to…

6407

Abstract

Purpose

It may be argued that some shared psychological mechanisms (attribution) and structures (schemas) are likely to play a role in how individuals perceive stress. This paper seeks to propose and test some hypothesised relationships between stress attribution domains and burnout dimensions.

Design/methodology/approach

The participants were 416 classroom teachers in 38 randomly selected high schools in New South Wales, Australia. Two established instruments, the Maslach Burnout Inventory, and the Teachers' Attribution of Responsibility for Stress Scale were employed in a postal survey. Data were analysed using confirmatory factor analysis and multilevel modelling.

Findings

Most variance was at the individual level, supporting the view that the stress and burnout were overwhelmingly psychological phenomena. Findings suggest the centrality of stress attributed to student misbehaviour in predicting each of the three dimensions of burnout: depersonalisation, emotional exhaustion, and personal accomplishment. Occupational stress attributed to personal failings also negatively predicted personal accomplishment.

Practical implications

The principal implication for practice is that greater emphasis should be placed on effective management of student behaviour when assisting teachers at risk of burnout.

Originality/value

This original study provides new insights into attribution schemas to assist understanding teachers' perceptions and reporting of their occupational stress and burnout in an education system.

Details

International Journal of Educational Management, vol. 25 no. 3
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Content available
Article
Publication date: 21 August 2007

306

Abstract

Details

Journal of Educational Administration, vol. 45 no. 5
Type: Research Article
ISSN: 0957-8234

Available. Content available
Article
Publication date: 1 January 2006

463

Abstract

Details

Journal of Educational Administration, vol. 44 no. 1
Type: Research Article
ISSN: 0957-8234

Available. Content available
Article
Publication date: 29 March 2011

Brian E. Roberts

523

Abstract

Details

International Journal of Educational Management, vol. 25 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 20 May 2020

Audra Diers-Lawson, Kerry Coope and Ralph Tench

The purpose of this paper is to explain and better understand some of the challenges and even contradictions in relationships between CSR and stakeholder attitudes by comparing…

1077

Abstract

Purpose

The purpose of this paper is to explain and better understand some of the challenges and even contradictions in relationships between CSR and stakeholder attitudes by comparing consumer and practitioner perspectives on social responsibility, its role in organisations and its influence on consumer attitudes towards companies. The objective is to understand and evaluate factors influencing the authenticity of social responsibility as a contributor to an organisation’s value proposition.

Design/methodology/approach

Focus groups of consumers and practitioners (N = 39) were asked to explore CSR in a semi-structured discussion. Themes were analysed using a constant comparative method.

Findings

These data suggest that rather than existing on a continuum of authenticity, there are clear paths emerging for CSR efforts to be deemed authentic versus inauthentic that can begin to better explain the often-contradictory findings with regard to consumer attitudes towards CSR and an organisation’s value proposition. Consumer efficacy to influence an organisation and localised CSR emerge as critical determinants for evaluations of CSR as authentic. Further, these data also suggest practitioners may not understand consumer motivations and attitudes about CSR.

Originality/value

These data provide new insights into evaluations of CSR to explain when and why it can fail to meet its objectives. Ultimately, these data produce testable models for authentic (i.e. motivator) and inauthentic (hygiene) consumer judgements about CSR and draw implications for CSR leadership, learning and management.

Details

Journal of Global Responsibility, vol. 11 no. 4
Type: Research Article
ISSN: 2041-2568

Keywords

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