Irene Nikandrou, Vassiliki Brinia and Elissavet Bereri
The purpose of the paper is to present an empirical study based on a trainee‐oriented systemic model for training transfer. The paper examines trainee characteristics which affect…
Abstract
Purpose
The purpose of the paper is to present an empirical study based on a trainee‐oriented systemic model for training transfer. The paper examines trainee characteristics which affect the motivation to learn and transfer and determine the trainees' entry behavior. Then, during the training process, the complex interactions among the trainer, the trainees and the content and method used are taken into account to assess what are here termed direct and indirect training transfer. Finally, organizational factors affecting both the training transfer and the trainee him/herself are examined.
Design/methodology/approach
The authors used 44 in‐depth interviews with trainees from different organizations who participated in a training program that was based on an innovative experiential training method (project method).
Findings
The results reveal the importance of trainee characteristics in the training transfer process and provide useful insights regarding the design and management of the training program.
Originality/value
The qualitative methodology used is a strong element of this study as it provides rich information regarding the training transfer process. The research design framework, i.e. interviewing trainees one year after the training took place, revealed important factors affecting the training transfer process.
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Keywords
This paper aims to present some of the persistent gender issues that cause inequities in teachers' professional development and keep women away from reaching higher levels of…
Abstract
Purpose
This paper aims to present some of the persistent gender issues that cause inequities in teachers' professional development and keep women away from reaching higher levels of educational administration, although they are the majority of teaching personnel. The interest seeks to focus on the under‐representation of female teachers in leadership positions and to argue on the barriers which stall female advancement and exclude women from the main “leadership pipeline”. The basic rationale is that women's role is crucial in order to face the new demands of school in a dramatically changing society carrying out a different style of leadership.
Design/methodology/approach
The original study, conducted in 2009, examined in depth the professional experiences of 20 male and 20 female primary principals from schools located in different districts of the Greek continent. Open‐ended and semi‐structured interviews were used to guide the original research. Similar to Skrla's study, all participants were provided with opportunities to reflect on their experiences as primary school leaders and questions where they talk openly about them. Two research instruments were designed to examine the leadership attitudes of both women and men primary school principals. The first was a demographic questionnaire. The second method of investigation was an in‐depth interview with a smaller group selected on the basis of their responses to the questionnaire. In the interviews participants were asked 14 questions concerning the above central themes and a further set of questions that appertained specifically to their role both at home and at school. The interviews were subsequently transcribed and analyzed according to Giorgi's method.
Findings
The literature points to a great number of factors which may influence women to remain in the classroom situation rather than seek promotion but few of these were reported in the data as being of powerful influence. However, several factors were identified as being very important to women: women usually became teachers because they liked working with children and to lose contact with this group was seen as a strong disincentive to seeking promotion; many women are very attracted to the social aspects of their work and would not choose to place themselves in a work situation where they would be unhappy; women's promotional chances are usually diminished by three main extrinsic factors: many have a break in service and may experience difficulty in gaining re‐entry, many women work either part‐time or have difficulty in gaining scale post status and as a result do not have the necessary experience to gain promotion, and family commitments sometimes make it difficult, and supply teachers are not generally eligible for this training. Furthermore, subordinates tend to view females in senior positions as emotional, sensitive and indecisive when they are facing difficult situations, and finally, women still face stereotypes concerning their management abilities, with the most important being the imposition of themselves.
Originality/value
The present paper reviews literature on gender and leadership and recent quantitative data presenting the proportion of women and men holding leadership positions in primary education in Greece.
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Keywords
The purpose of this paper can be summarized in the following research questions: How do male school leaders perceive the role of an educational leader and educational leadership…
Abstract
Purpose
The purpose of this paper can be summarized in the following research questions: How do male school leaders perceive the role of an educational leader and educational leadership in general? What are some of the male school leaders' leadership styles and features? What distinctive factors influence and hinder the leadership process for men in Greek primary schools? Are there any perceived gender differences in educational leadership? What are the attitudes and the level of motivation that male school leaders have towards promotion?
Design/ methodology/ approach
The study utilizes a qualitative approach to explore the views and perceptions of Greek male school leaders in a profound manner. The main research tool is in‐depth semi‐ structured interviews that are employed to a final sample of 20 respondents.
Findings
The results are represented in a systemic model, which outlines the various influencing and resulting notions. For instance, a wide range of influencing factors are revealed alongside a series of leadership styles and behaviors that are displayed by male school leaders in Greece. Moreover, the research paper offers a concise sum of concepts that are deemed to portray leadership effectiveness.
Research limitations/implications
Further research may be undertaken in the specific or other sectors, in order to determine or test the various concepts that have arisen. The findings also offer useful recommendations for male school leaders and related stakeholders to understand the educational leadership process in a better way.
Originality value
As there is a lack of relevant empirical work both in the fields of educational leadership of males and educational leadership in Greece, this project aids in understanding important issues and reveals additional factors that are exceedingly relevant to educational leadership of males in Greece.