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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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials.

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.

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.

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.

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.

Sellers view facial recognition mobile payment services (FRMPS) as a convenient and cost-saving way to receive immediate payments from customers. For consumers, however, these biometric identification technologies raise issues of usability as well as privacy, so FRMPS are not always preferable. This study uses the stressor–strain–outcome (S–S–O) framework to illuminate the underlying mechanism of FRMPS resistance, thereby addressing the paucity of research on users' negative attitudes toward FRMPS.

Drawing from the stressor–strain–outcome (S–S–O) framework, the purpose of this study is to illuminate the underlying mechanism of FRMPS resistance. To this end, they invited 566 password authentication users who had refused to use FRMPS to complete online survey questionnaires.

The findings enrich the understanding of FRMPS resistance and show that stressors (i.e. system feature overload, information overload, technological uncertainty, privacy concern and perceived risk) aggravate the strain (i.e. technostress), which then leads to users’ resistance behaviors and negative word of mouth.

Advances in payment methods have profoundly changed consumers’ consumption and payment habits. Understanding FRMPS resistance can provide marketers with strategies for dealing with this negative impact. This study theoretically confirms the S–S–O paradigm in the FRMPS setting and advances it by proposing thorough explanations of the major stressors that consumers face. Building on their findings, the authors suggest ways service providers can eliminate the stressors, thereby reducing consumers’ fear and preventing resistance or negative word-of-mouth behaviors. This study has valuable implications for both scholars and practitioners.

Dealing with online rumors or fake information on social media is growing in importance. Most academic research on online rumors has approached the issue from a quantitative modeling perspective. Less attention has been paid to the psychological mechanisms accounting for online rumor transmission behavior on the individual level. Drawing from the theory of stimulus–organism–response, this study aims to explore the nature of online rumors and investigate how the informational characteristics of online rumors are processed through the mediation of psychological variables to promote online rumor forwarding.

An experimental approach to this issue was taken; the researchers investigated how the informational characteristics of online rumors and the psychological mediators promote online rumor transmission.

Four information characteristics (sense-making, funniness, dreadfulness and personal relevance) and three psychological motivators (fact-finding, relationship enhancement and self-enhancement) promote online rumor-forwarding behavior.

Because any online rumor transmitted on social media can go viral, companies may eventually encounter social media-driven crises. Thus, understanding what drives rumor-forwarding behavior can help marketers mitigate and counter online rumors.

This study investigates the determinants of effective human and artificial intelligence (AI) relationship-building strategies for brands. It explores the antecedents and consequences of consumers' interactant satisfaction with communication and identifies ways to enhance consumer purchase intention via AI chatbot promotion.

Microsoft Xiaoice served as the focal AI chatbot, and 331 valid samples were obtained. A two-stage structural equation modeling-artificial neural network approach was adopted to verify the proposed theoretical model.

Regarding the IQ (intelligence quotient) and EQ (emotional quotient) of AI chatbots, the multi-dimensional social support model helps explain consumers' interactant satisfaction with communication, which facilitates affective attachment and purchase intention. The results also show that chatbots should emphasize emotional and esteem social support more than informational support.

Brands should focus more on AI chatbots' emotional and empathetic responses than functional aspects when designing dialogue content for human–AI interactions. Well-designed AI chatbots can help marketers develop effective brand promotion strategies.

This research enriches the human–AI interaction literature by adopting a multi-dimensional social support theoretical lens that can enhance the interactant satisfaction with communication, affective attachment and purchase intention of AI chatbot users.

Financial technology (FinTech) is undergoing a transformation as a result of robotics and artificial intelligence. FinTech service providers are embracing contactless technology, including the development and widespread adoption of innovative payment service. Among the many types of contactless payment services, facial recognition payment (FRP) has gained in popularity. To capitalize on this rising popularity, comprehending the mechanisms underlying continuous usage intention toward FRP is essential. Drawing from the stimulus–organism–response (S-O-R) model, this study investigates how FRP attributes facilitate continuous usage intention.

In total, 321 Chinese FRP users completed an online survey. Partial least squares structural equation modeling analyzed the results of the survey.

The results reveal that relative advantage and compatibility, user-interface attractiveness and perceived security (stimuli) promote performance expectancy, effort expectancy and positive emotion (organism), which in turn foster FRP continuous usage intention (response).

This research presents an S-O-R model that incorporates several attributes from DOI theory, the UTAUT model and the AIDUA framework to elucidate the antecedents of consumers' continuous usage intention toward FRP. The findings corroborate the significance of the S-O-R mechanism in FRP, setting the groundwork for the acceptance and development of biometric authentication technologies in service contacts and banks. In addition, the study highlights opportunities and essential aspects for FinTech service developers and providers to consider in terms of their practical significance.

The purpose of this paper is to focus on the development of competences for use by professional teppanyaki chefs in food and beverage education in Taiwan.

The research methodology includes the Delphi technique and incorporates interviews with three types of experts: instructors from culinary departments at a university, seasoned teppanyaki professionals and owners of teppanyaki establishments. An analysis of the responses provided by these industry experts led to identification of four dimensions of competences needed by teppanyaki chefs: knowledge, technique, affect and attitude. The K-S test involves using a z-test on ordinal variables for single samples to determine whether the sample distribution diverges from the frequency distribution. The z-score is greater than 1.96 which implies significance and consistency.

This study analyzed the responses provided by the interviewed experts to identify and extract competences for teppanyaki chefs. The extracted competences comprise four dimensions (knowledge, technique, affect and attitude), 16 work-related tasks and 74 skills items.

This study includes 16 work-related tasks, and 74 competences. The study recommends the establishment of an organization for competence certification to act as the authority for teppanyaki skill certification. Such an organization could utilize the results from this study as a reference, as could culinary departments at vocational institutes as well as other teppanyaki training courses offered in Taiwan.

This study examines the impact of China’s mixed-ownership reform on the innovation of non-state-owned acquirers, with a particular focus on the impact on firms with high financing constraints, low-quality accounting information or less tangible assets.

We use a proprietary dataset of firms listed on the Shanghai and Shenzhen Stock Exchanges to investigate the impact of mixed ownership reform on non-state-owned enterprise (non-SOE) innovation. We employ regression analysis to examine the association between mixed ownership reform and firm innovation.

The study finds that non-state-owned firms can improve innovation by acquiring equity in state-owned enterprises (SOEs) under the reform. Eased financing constraints, lowered financing costs, better access to tax incentives or government subsidies, lowered agency costs, better accounting information quality and more credit loans are underlying the impact. Additionally, cross-ownership connections amongst non-SOE executives and government intervention strengthen the impact, whilst regional marketisation weakens it.

This study adds to the literature on the association between mixed ownership reform and firm innovation by focussing on the conditions under which this impact is stronger. It also sheds light on the policy implications for SOE reforms in emerging economies.

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.

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.

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.

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.

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.

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.