Tahani Hassan and Izhak Berkovich
This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of…
Abstract
Purpose
This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.
Design/methodology/approach
Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.
Findings
The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.
Originality/value
The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.
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Izhak Berkovich and Tahani Hassan
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed…
Abstract
Purpose
The purpose of this study was to investigate the mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Design/methodology/approach
The study employs a quantitative research design and a survey methodology. Data were collected from 400 teachers in Bahrain.
Findings
The results reveal that teachers' intrinsic and extrinsic motivation fully mediates the relationship between principals' perceived distributed leadership and organizational learning capability in schools.
Originality/value
The study contributes to the literature on distributed leadership, organizational learning and motivation by highlighting the important mediating role of teachers' intrinsic and extrinsic motivation in the relationship between principals' perceived distributed leadership and organizational learning capability. The study also has practical implications for school administrators by suggesting that distributed leadership practices can be an effective strategy for promoting organizational learning capability in schools.
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Tahani Hassan, Mauricio Carvache-Franco, Wilmer Carvache-Franco and Orly Carvache-Franco
Religious tourism is one of the oldest and fastest-growing segments. This study analyzes religious tourism through the pilgrimage of Muslims to the holy city of Mecca and has the…
Abstract
Purpose
Religious tourism is one of the oldest and fastest-growing segments. This study analyzes religious tourism through the pilgrimage of Muslims to the holy city of Mecca and has the following objectives: (1) establish the motivational dimensions of religious tourism; (2) identify the motivational dimensions that predict the satisfaction of religious tourism and (3) determine the motivational dimensions that predict return, recommend and say positive things about religious tourism applied to the pilgrimage to a sacred city.
Design/methodology/approach
The sample consisted of Muslim pilgrims who had visited Mecca. The sample was collected in Bahrain, a country located on the Persian Gulf, where most of its population is Muslim. A total of 380 valid questionnaires were obtained online. For the data analysis, factorial analysis and the multiple regression method enter were performed.
Findings
The results show that religious motivations are more important when visiting a sacred city than secular ones. Three motivational dimensions were found: religious, social and cultural and shopping. The three dimensions found have a significant relationship with satisfaction and loyalty. Likewise, it was found that the religious motivational dimension is the factor that most predicts satisfaction and loyalty in the behavior of religious visits to a sacred city.
Research limitations/implications
The main limitation of the present study was the temporality in which the sample was taken because the demand may vary at another time of the year and therefore vary its results.
Practical implications
The authors of the study recommend that holy cities increase the religious motivations of these travelers by periodically researching their needs and organizing services to suit their desired spiritual experience. Also, to improve the social and cultural part, travel agencies and tourist companies to Mecca should promote social and cultural motivation among travelers in an appropriate way by providing service packages that involve visits to cultural and social sites such as museums and cultural centers.
Social implications
This research will serve as a management guide for public institutions and private companies to develop more efficient planning in religious destinations and sacred cities.
Originality/value
This study is the first to analyze the construct of motivations in the pilgrimage to the city of Mecca, to then establish what the main motivations are that predict satisfaction and loyalty in a religious city. Thus, its results provide important information for tourist destination managers and tourism service providers.
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Sohail Ahmad, Afaq Ahmed, Sadia Muzaffar Bhutta and Aisha Naz Ansari
Given the existing quality concerns of higher education (HE), particularly in the global South, the integration of Artificial Intelligence (AI) has been seen as a panacea to…
Abstract
Given the existing quality concerns of higher education (HE), particularly in the global South, the integration of Artificial Intelligence (AI) has been seen as a panacea to improve the quality of teaching learning in HE. AI Chatbots, like ChatGPT, have created profound resonance across HE systems with both positive and negative impacts. Within HE, expectations and concerns related to the quality of HE in general, and teaching learning in particular, loom. It is yet to be investigated how university teachers use AI chatbots in their teaching inside classrooms and its potential to enhance the quality of teaching learning in HE. This chapter sheds light on these questions based on in-depth qualitative interviews with faculty members from six universities in Pakistan. Using a thematic analysis approach, the findings highlight both positive and negative aspects of ChatGPT when used for teaching in HE. Based on the findings, we developed a four-stage framework highlighting faculty members' response to integrating ChatGPT for transforming teaching learning activities. We explain that transformation of teaching learning with AI requires educators to rethink teaching and learning – navigative response – and assess its integration – evaluative response. In conclusion, we discuss how the adoption of AI chatbots provides educators with authentic assessment but will certainly require skills to properly navigate. We further discuss the findings in literature around the quality of HE making some plausible predictions regarding whether chatbots can serve as a quality enhancement tool, mainly in the global South.
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Ahmed A.M. Abdelkader, Hend Hassan and Marwa Abdelkader
Artificial Intelligence (AI) is permeating many facets of our daily lives, appearing in household appliances, cell phones and popular online apps. AI has the capacity to…
Abstract
Artificial Intelligence (AI) is permeating many facets of our daily lives, appearing in household appliances, cell phones and popular online apps. AI has the capacity to revolutionize teaching and learning processes in higher education institutions. The integration of AI technologies in education can lead to personalized learning experiences, improved educational quality and enhanced learning outcomes. However, the adoption of AI in higher education comes with challenges such as ethical considerations and the need to address equity and inclusion issues to ensure that all students benefit from AI advancements. This chapter considers how AI can be utilized in education, while acknowledging the challenges and finding ways to mitigate them. Useful tools include: Bespoke Learning, Intelligent Tutoring Systems, Grading, Collaborative, Learning Assistance, Research Support and Adaptive Learning. The challenges addressed are: ethical considerations, resistance to change and data security and privacy. In navigating the complexities of integrating AI in higher education, institutions must strike a balance between leveraging the transformative potential of AI technologies and addressing the ethical, social and technical challenges that accompany their implementation. By prioritizing ethical considerations, addressing resistance to change and safeguarding data security and privacy, higher education institutions can harness the benefits of AI to enhance teaching and learning practices, foster innovation and prepare students for success in the digital age.
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Zheng-Wei Chen, Guang-Zhi Zeng, Syeda Anam Hashmi, Tang-Hong Liu, Lei Zhou, Jie Zhang and Hassan Hemida
This paper aims to investigate the variations in the flow fields induced by transition regions in the windbreak structures between the flat ground and the cutting along a railway…
Abstract
Purpose
This paper aims to investigate the variations in the flow fields induced by transition regions in the windbreak structures between the flat ground and the cutting along a railway and to propose mitigation measures to improve the windproof ability of the windbreak.
Design/methodology/approach
The improved delayed detached eddy simulation method was used to simulate the impact of the windbreak transition on flow structures of the high-speed railway under different wind angles, and also the accuracy of the numerical results was validated with those of the wind tunnel test.
Findings
The results showed that the original windbreak transition region resulted in a dimensionless peak wind velocity of 0.62 and 0.82 for railway line-1 at wind angles of 90° and 75°, respectively, and the corresponding values were 0.81 and 0.97 for railway line-2. The flow structure analysis revealed the reason for the mismatched height in the transition region, and the right-angle structures of the windbreaks resulted in ineffective protection and sudden changes in the wind speed and direction. Two mitigation measures – oblique structure (OS) and circular curve structure (CCS) transition walls – were developed to reduce the peak wind speed. The OS provided superior protection. The peak value of dimensionless wind velocity was all less than 0.2 for OS and CCS.
Originality/value
The flow field deterioration mechanism induced by the inappropriate form of a windbreak transition at different wind angles was examined, and effective mitigation and improvement measures were proposed and compared with the original transition.
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The incorporation of digital technologies into higher education in recent years has transformed the teaching and learning landscape, notably in the field of English language…
Abstract
The incorporation of digital technologies into higher education in recent years has transformed the teaching and learning landscape, notably in the field of English language instruction. This study investigates the best practices and challenges linked with the digital transition in higher education English teaching and learning. The digital revolution has enabled new educational approaches, increasing the accessibility and effectiveness of English language instruction. The use of interactive multimedia tools, online platforms, and adaptive learning systems has personalized education, responding to a wide range of student demands and encouraging active engagement. Furthermore, virtual classrooms, video conferencing, and collaborative online spaces have crossed geographical boundaries, encouraging global collaboration and cultural interaction among students. However, this shift has not been without its difficulties. Disparities in access among students based on socioeconomic status or geographic location have expanded the digital divide. Furthermore, due to the rapid growth of technology, educators must get ongoing training in order to effectively apply and adapt to new technologies, providing a difficulty in faculty development and support. This chapter investigates successful and best practices in digital transformation, highlighting the significance of pedagogical alignment, learner-centered approaches, and inclusive practices. It also emphasizes measures for overcoming problems, such as infrastructure investment, equitable access, digital literacy promotion, and continual professional development for educators. Finally, this chapter emphasizes the importance of matching technical innovation with pedagogical objectives in order to optimize the digital transition in English language education. Taking a proactive and inclusive approach to this shift can open up new pathways for effective teaching and learning experiences, preparing higher education students for a rapidly expanding digital world while tackling the associated issues.
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Sarah Sidani and Rawan Hassoun
This section outlines a framework for incorporating Artificial Intelligence (AI) and digital transformation (DT) into education, focusing on how they can transform teaching…
Abstract
This section outlines a framework for incorporating Artificial Intelligence (AI) and digital transformation (DT) into education, focusing on how they can transform teaching methods, curriculum development, and academic evaluations. It traces the evolution of AI from rule-based systems to learning technologies, highlighting the move toward education and innovative curricula. The framework considers both the benefits of using AI to improve practices and the challenges it brings, such as issues and the potential for creating a digital divide. This balanced perspective is crucial in shaping how DT is adopted in education, promoting a fair educational environment that harnesses the advancements in AI and DT. Aimed at policymakers, administrators, and educators, this section is a road map for navigating the complexities of integrating technology into education, contributing to an adaptable and enriched landscape.