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Article
Publication date: 1 February 1986

Y.L. JACK LAM

Using a recently developed instrument, the environmental characteristics and constraints of Canadian public schools and those of Swaziland were captured in respective profiles for…

86

Abstract

Using a recently developed instrument, the environmental characteristics and constraints of Canadian public schools and those of Swaziland were captured in respective profiles for detailed comparison. Problems unique to the school in each cultural setting were identified and the adaptation processes each system had undergone were explored.

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Journal of Educational Administration, vol. 24 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 February 1988

Y.L. JACK LAM

With data secured from 256 school principals in Manitoba, the study examined the impact of external environmental constraints upon the various types and sources of job‐related…

127

Abstract

With data secured from 256 school principals in Manitoba, the study examined the impact of external environmental constraints upon the various types and sources of job‐related stress. Results indicated external pressures triggered extra‐organizational, intra‐organizational as well as the less obvious intrapersonal stress. Constraints from external sources therefore constitute a major dimension that cannot be ignored in understanding the complex phenomenon of school administrators' stress.

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Journal of Educational Administration, vol. 26 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 January 1984

Y.L. JACK LAM

Factors considered important for predicing attrition were extracted from the research done on university dropouts for the past twenty‐five years and integrated into a conceptual…

395

Abstract

Factors considered important for predicing attrition were extracted from the research done on university dropouts for the past twenty‐five years and integrated into a conceptual model. Stepwise discriminant analysis coupled with logit regression analysis of freshman data from Brandon University yielded six variables: student status, residence, financial sources, distance of hometown from the university, goal fulfilment, and satisfaction with overall university atmosphere, which were useful in prediction. Several recommendations are made for minimizing the withdrawal phenomenon.

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Journal of Educational Administration, vol. 22 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 April 2003

Y.L. Jack Lam and S.K. Nicholas Pang

In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of…

2390

Abstract

In the context of rapid environmental changes under current school reform, the present paper attempts to locate an answer for a historical question related to the sources of organizational changes and for a prevailing question probing the relationships among external, internal and contextual factors affecting school organizational learning. Based on the information provided by 1,197 teaching staff from 67 Hong Kong government‐aided elementary and secondary schools, the present study confirms the proposition advanced by the “strategic choice school”, that it is leadership action which accounts for organizational adaptation. Moreover, through a series of path analyses, transformational leadership along with supportive culture and flexible structure are mainly accountable for organizational learning, while external and contextual conditions provide the additional incentives in dictating the extent of organizational learning that is taking place in schools.

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The Learning Organization, vol. 10 no. 2
Type: Research Article
ISSN: 0969-6474

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Article
Publication date: 1 November 2003

Y.L. Jack Lam, C.M. Marshall Chan, H.L.W. Pan and H.C.P. Wei

Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school…

614

Abstract

Against the backgrounds of twin forces (grass‐root and government) that have governed the reform movement in Taiwan since 1995, the present paper attempts to assess school development along the path towards learning organizations. Guiding the present assessment is a newly conceived model, which resorts to organizational learning processes and outcomes to construct a two‐by‐two typology, and four possible stages of development were postulated. From the distribution of a sample of 88 elementary and secondary Taiwanese schools, a bipolar concentration of schools in the relatively unchanged conditions and advanced stages of organizational learning were found. This suggested a sharp contrast between schools that prefer status quo versus those that actively search for new directions in meeting the rising challenges. Further exploration of factors that promote organizational changes revealed that external, intra‐organizational and, to a smaller extent, the contextual factors all play some part in organizational learning. Additional interviews with principals of schools located in differential stages of development clarify how their perception and mentality shape their schools’ development.

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International Journal of Educational Management, vol. 17 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 June 2004

Y.L. Jack Lam

As a follow‐up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes…

1320

Abstract

As a follow‐up to an earlier effort to distinguish schools by stages of development along the context of organizational learning (OL), this paper further targets the OL processes and outcomes to generate a more dynamic and functional framework for sustaining and refining the earlier version of the typology. It is hoped that through such a framework, the conditions that register the developmental characteristics of a school organization can be readily pinpointed. By comparison of schools in different conditions, factors that promote or retard school progress towards attaining the status of a learning organization can also be extracted for organizational restructuring.

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Journal of Educational Administration, vol. 42 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 September 2002

Y.L. Jack Lam, H.C. Peggy Wei, H.L. Wendy Pan and C.M. Marshall Chan

Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum…

654

Abstract

Reports upon research carried out in Taiwan to assess the relative importance of external environment, internal conditions and contextual variables as the major source or momentum for school organizational learning. Maps out the intricate causal relationships among all external, internal and contextual factors with organizational learning process and outcomes. The sample comprised 51 primary and 37 secondary schools. It was found that school internal conditions – notably transformational leadership, positive school culture and supportive structure – outrank factors from other sources as the most critical elements in promoting organizational change, irrespective of the type and nature of schools or individual personal and background factors. Environmental constraints were not shown to be the dominant forces for organizations to engage in learning. Concludes that it is the leaders through their voluntary choice who bring about organizational change.

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International Journal of Educational Management, vol. 16 no. 5
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 April 2000

Y.L. Jack Lam

Engulfed in the rising tide of youth misdemeanors and youth social problems, public educators everywhere are looking for means and ways of restoring social order and ecological…

1803

Abstract

Engulfed in the rising tide of youth misdemeanors and youth social problems, public educators everywhere are looking for means and ways of restoring social order and ecological sanity to the classroom and the school. While there is no ready‐made panacea for the deep‐rooted problems, the present writer points to a necessity for improving the contextual conditions of the school to nurture a multi‐disciplinary approach of problem‐solving and conflict resolution. It is through the breakdown of the traditional compartmentalization of disciplines and jurisdictional isolation. Can the school unleash collective wisdom and engage in a self‐renewed process of organizational learning to surmount the growing severity of students’ anti‐social behaviors that threaten to derail school reform?

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International Journal of Educational Management, vol. 14 no. 2
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 1 October 1999

Y.L. Jack Lam

248

Abstract

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Journal of Educational Administration, vol. 37 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 August 2005

Y.L. Jack Lam

The present study attempted to explore the relationship between teacher learning and student learning under different school structural conditions.

4789

Abstract

Purpose

The present study attempted to explore the relationship between teacher learning and student learning under different school structural conditions.

Design/methodology/approach

Some 1,330 teachers from 29 secondary schools of different community backgrounds and student academic abilities in Hong Kong were surveyed, using instruments from diverse conceptual sources.

Findings

Findings emerging from the data supported two propositions: First, high flexible structure fostered conditions that were more conducive to teachers' learning than working conditions which were perceived as “medium” or “rigid” structures. Second, the three structural conditions that elevated greater teacher learning as reported. i.e. having greater control, higher motivation and more collective learning opportunities, exerted a definitive impact on students' progress in diverse aspects of their development.

Originality/value

The results highlight the significance of structural impact on school performance. In so doing, it underscores the need for broadening the scope of investigation of other equally salient internal school environmental features for a better understanding of how school organizational self‐propelled improvement can be sustained.

Details

Journal of Educational Administration, vol. 43 no. 4
Type: Research Article
ISSN: 0957-8234

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