Linlin Zhang, Haoran Jiang, Tongwen Hu and Zhenduo Zhang
Drawing upon person–supervisor fit theory, a model is developed to illustrate how leader–member trait mindfulness (in)congruence may impact leader–member exchange (LMX) and how…
Abstract
Purpose
Drawing upon person–supervisor fit theory, a model is developed to illustrate how leader–member trait mindfulness (in)congruence may impact leader–member exchange (LMX) and how such trait mindfulness (in)congruence can indirectly influence taking charge.
Design/methodology/approach
Polynomial regression and response surface methodology are used to analyze 237 valid matched leader–member dyads.
Findings
LMX increases as leaders' and members' trait mindfulness become more aligned; LMX is higher when leader–member dyads are congruent at high levels (vs low levels). In the case of incongruence, LMX is higher when the member's trait mindfulness exceeds that of the leader. Furthermore, the relationship between leader–member trait mindfulness (in)congruence and taking charge is mediated by LMX.
Practical implications
The joint and interactive role of high trait mindfulness in leader–member dyads can help them to generate high-quality interpersonal exchange, as well as to cope with challenges posed by present and future changes.
Originality/value
The linear, nonlinear, simultaneous and interactive effects of dyadic trait mindfulness expand previous research, clarifying that the evaluation of leader–member congruence and incongruence at various degrees, and for various patterns of trait mindfulness, is more informative than examining the direct effect alone.
Details
Keywords
Abstract
Purpose
This paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.
Design/methodology/approach
This paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.
Findings
With conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”
Research limitations/implications
Statistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.
Originality/value
This paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.