scholarly journals Professional norms guiding school principals’ pedagogical leadership

2015 ◽  
Vol 29 (4) ◽  
pp. 461-476 ◽  
Author(s):  
Ulf Leo
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
School Principals ◽  
Formative Assessments ◽  
Web Based ◽  
Content Type ◽  
Legal Norms ◽  
Professional Norms ◽  
The Individual ◽  
Do So

Purpose – The purpose of this paper is to identify and analyze the professional norms surrounding school development, with a special emphasis on school principals’ pedagogical leadership. Design/methodology/approach – A norm perspective is used to identify possible links between legal norms, professional norms, and actions. The findings are based on answers given by 974 school principals in a web-based questionnaire. The design of the study and the findings are structured around three questions used to identify professional norms: what tasks principals prioritize as pedagogical leaders, where the external expectations on principals are derived from, and with whom school principals communicate regarding issues related to their pedagogical leadership. Findings – The most evident professional norms identified in this study are that principals should: be present and close to the teaching and learning processes; involve teachers in quality development; enhance the development of formative assessments; engage in teacher development; develop the internal organization of the school to promote learning. Originality/value – The norm perspective and the findings of this study could be used by principals, principal trainers, and researchers to reflect on pedagogical leadership in different contexts. A challenge for principals is to become aware of the professional norms that guide them, and to close the gap between their “desirable” norms and their actions. Action alternatives and professional norms become visible through discussions emanating from questions about what leaders do, how they do so and why they do what they do, which is a way to strengthen both the profession and the individual principals.

The role of principals in school health promotion in South Africa: a qualitative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siphokazi Kwatubana ◽  
Velaphi Aaron Nhlapo ◽  
Nomsa Moteetee
Keyword(s):  
Health Promotion ◽  
Teacher Development ◽  
School Health ◽  
School Principals ◽  
Development Programme ◽  
Health Improvement ◽  
School Health Promotion ◽  
Content Type ◽  
Professional Teacher

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

Tyfu i Fyny/Growing Up interactive bi-lingual resources to support the delivery of sex and relationships education for students aged 5 to 12 years

2015 ◽  
Vol 115 (1) ◽  
pp. 38-55 ◽  
Author(s):  
Judith Roberts
Keyword(s):  
Teacher Training ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Initial Evaluation ◽  
Growing Up ◽  
Web Based ◽  
Content Type ◽  
Teachers And Students

Purpose – The purpose of this paper is to describe the development of new interactive, bi-lingual Sex and Relationships Education (SRE) resources called Tyfu i Fyny/Growing Up, suitable for students aged between five and 12 years. It also discusses the evidence used to support the development of the resources, the support provided for teachers and parents and an initial evaluation following their use. Design/methodology/approach – Tyfu i Fyny/Growing Up are interactive bi-lingual (Welsh and English) SRE teaching resources for primary schools suitable for students aged five to 12 years. These resources comprise of two components, an interactive electronic web-based programme and a floor mat illustrating a naked boy and girl. The electronic web-based programme is used to introduce puberty changes, loving relationships, conception, pregnancy and birth and is suitable for students aged nine to 12 years. The floor mat is suitable to be used with students aged between five and 12 years. Teaching activities can include naming body parts, discussing gender differences, personal safety, distinguishing between appropriate and inappropriate touching, discussing puberty changes and other health promotion activities as well as delivering aspects of the National Curriculum for Wales. Findings – The results from the initial evaluation undertaken with year six students and teachers demonstrates how the resources have impacted on the teaching and learning experiences of primary teachers and students. It also demonstrates how the teacher training sessions and using the Tyfu i Fyny/Growing Up resources have increased teachers’ confidence in delivering SRE. Practical implications – The learning experiences of students and their enjoyment of using the Tyfu i Fyny/Growing Up resources were significantly high. The implementation of teacher training improved teaching practice and increased teachers’ confidence in the subject. The resources have facilitated the delivery of effective whole school comprehensive SRE programmes for primary schools. These factors confirm the value of the investment given to their development. The resources could easily be customised in line with diverse ethnic, cultural, linguistic and religious requirements. Originality/value – This paper demonstrates how the Tyfu i Fyny/Growing Up interactive SRE resources have influenced the teaching and learning experiences of primary school teachers and students.

Whistleblowing system, Machiavellian personality, fraud intention

2019 ◽  
Vol 27 (1) ◽  
pp. 202-216
Author(s):  
Hanrin Damas Triantoro ◽  
Intiyas Utami ◽  
Corina Joseph
Keyword(s):  
Undergraduate Students ◽  
Design Methodology ◽  
Fraud Triangle ◽  
Web Based ◽  
Content Type ◽  
Internet Connection ◽  
The Poor ◽  
The Individual ◽  
The Impact ◽  
Practical Implications

Purpose The objective of this study is: 1) to examine the effect of whistleblowing system and fraud intention, 2) the impact of Machiavellianism personality and fraud intention, 3) the interaction effect between whistleblowing system, Machiavellianism personality and fraud intention. Design/methodology/approach This study carried out a 2 × 2 between-subjects true experimental research design, using the Web-based tool. The subjects were 75 accounting undergraduate students from seven universities in Indonesia who were enrolled for auditing courses. Findings This study shows that fraud intention increases with the absence of a whistleblowing system. This research also shows that higher Machiavellianism increases individual fraud intention. Research limitations/implications The poor internet connection contributes to obstruction in accessing the experimental website. Few participants were required to repeat the completion of the experimental module. Practical implications This study contributes to developing the whistleblowing system to mitigate fraud intention in organizations considering the personality trait of the individual. Social implications This study suggests the importance of a better understanding of fraud mechanisms to enhance the awareness of the whistleblowing system. Originality/value This study uses the whistleblowing system as a proxy for an opportunity in the fraud triangle concept. There is limited empirical research conducted on examining the whistleblowing system to fraud intention and the interaction of Machiavellian personality and whistleblowing system to fraud intention.

A Blended Approach Learning Strategy for Teacher Development

2005 ◽  
pp. 301-321 ◽  
Author(s):  
Kalyani Chatterjea
Keyword(s):  
Teacher Development ◽  
Adaptive Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
High Definition ◽  
Web Based ◽  
Cd Rom ◽  
Internet Platform ◽  
Adaptive Learning Environment

In-service upgrading has been an accepted avenue for retraining practicing teachers in Singapore to keep abreast of changing curriculum requirements as well as infusion of information technology (IT) in teaching and learning. To cope with the teachers’ busy work schedules and many school commitments, upgrading courses were offered to the teachers primarily asynchronously, using the Internet platform with some integrated synchronous sessions. This chapter analyzes the rationale for the development of such a Web-based teacher-upgrading program and discusses the main issues of professional upgrading addressed in the development. Issues of adult learning in a learner-controlled adaptive learning environment and lifelong learning were addressed through an IT-infused asynchronous mode, providing the much-needed freedom in time management for the course participants. The development also includes delivery of high definition graphics through a customized hybrid system of CD-ROM and Web that addresses image-downloading bottleneck and thereby overcomes a basic problem of distance learning in geospatial education. Finally, reflections on the attending adult learners’ responses to such an upgrading program are discussed.

Technology in education: efficacies and outcomes of different delivery methods

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Malissa Maria Mahmud ◽  
Bradley Freeman ◽  
Mohd Syuhaidi Abu Bakar
Keyword(s):  
Blended Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Technology In Education ◽  
Delivery Methods ◽  
Web Based ◽  
Content Type ◽  
Technological Intervention

Purpose With the arrival of the 4th Industrial Revolution and the Education 4.0 era, the inevitability of educators using technology in the classroom has grown. A global health pandemic has hastened the adoption of online teaching. The interdependence of technologies and pedagogies necessitates vigour and variability, along with evolving teaching and learning practices. Past literature has advocated for various roles and forms of technology in education; however, inconsistencies in “blended learning” definitions have posed challenges in understanding blended learning’s full potential. Thus, a quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. Design/methodology/approach A quantitative meta-analysis was conducted to examine the efficacies and outcomes of blended learning. A total of 96 samples were carefully chosen based on established theoretical definitions, relevant to technology use. The samples were then placed into three categories: Web-based applications, standalone applications and devices. Effect sizes (ESs) acquired from Cohen’s d formula (1988; 1992) were used to determine overall effectiveness. The ES of individuals in each of the delivery platform categories was totalled and averaged. This combined ES was then interpreted using Cohen’s (1988) benchmark. Subsequently, a combination of ESs was compared based on the similar type of delivery method, as well as the dependent variables in which the average of the respective combined ESs was calculated for interpretation. Findings Findings show that all three delivery methods were effective in enhancing a learner’s performance, especially for language teaching and learning. The study provides insights that can assist stakeholders in selecting different delivery platforms to befit the needs of discrete disciplines. Originality/value The researchers recommend the three categories of technological intervention described above as tangible tenets for future research in blended learning implementation. Thus far, no blended learning researcher has attempted to categorize the myriad of technological interventions available into concrete, concise groupings. With the recommended categories of technological intervention, blended learning practitioners would have a better sense of direction in the context of investigating the effectiveness of a specific intervention implemented. The researchers deem the recommended categories of technological intervention as immensely useful for the blended learning community to begin establishing intervention as one of the important elements to look at. For example, the effectiveness of a technological intervention under both the Web-based application and standalone application categories, respectively, in relation to a similar dependent variable can be compared to further understand the implications of using interventions of a different nature. And such studies will need to extend the investigation to the present by examining all recent studies.

scholarly journals TEACHERS’ PASTORAL ROLE IN RESPONSE TO THE NEEDS OF ORPHANED LEARNERS

2011 ◽  
Vol 5 (12) ◽  
Author(s):  
Teresa Auma Ogina
Keyword(s):  
Teacher Development ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Knowledge And Skills ◽  
Care Giving ◽  
Teachers Experiences ◽  
Pastoral Role ◽  
Do So

This article discusses a study that explored the way teachers perceive and describe their roles in responding to the needs of orphaned learners. The participants in the study were three secondary and two primary school teachers. The data on the teachers’ experiences were collected through semi-structured interviews. The findings revealed that, although some of the teachers struggle to fulfil some of the orphaned learners’ needs, most were unable to cope with the roles of teaching and learning and care giving. The study identifies a lack of skills for supporting grieving learners and the resources needed to do so effectively. The implications of the findings are that there is a need for teacher development in terms of equipping teachers with the knowledge and skills required for pastoral care. It may also be prudent for the state to consider appointing counsellors and social workers at schools to assist teachers and orphaned learners.

scholarly journals Innovation capacity building

2019 ◽  
Vol 26 (1) ◽  
pp. 12-26 ◽  
Author(s):  
Jacob Brix
Keyword(s):  
Capacity Building ◽  
Organizational Context ◽  
Organizational Capacity ◽  
Management Team ◽  
Exploration And Exploitation ◽  
Content Type ◽  
Theoretical Perspectives ◽  
Innovation Capacity ◽  
The Individual ◽  
Do So

PurposeThe purpose of this paper is to propose how a bottom-up creation of an ambidextrous organization can be enabled. By integrating research on “contextual ambidexterity” and “individual and organizational capacity building”, an “innovation capacity building” framework is conceptualized that suggests how balance between exploration and exploitation can be maintained.Design/methodology/approachThe study is conceptual. As no data are utilized, focus is on discussing the links between the two theoretical perspectives and the advantages of the proposed innovation capacity building framework.FindingsThe innovation capacity building framework discusses the influence, both positive and negative, of the local organizational context for ambidexterity, and the interactions required such as feedback between the management team and the employees so they together can build an ambidextrous working culture. A culture in which it is the individual employee that is responsible for switching between activities related to exploration and exploitation and where the management team empowers the employees to do so.Originality/valueThis study focuses on contextual ambidexterity and how contextual ambidexterity can be implemented as a way of working in contemporary organizations. The originality lies in the proposed framework and in the dedicated focus on “how” ambidexterity can be implemented in organizations.

Moving toward a mobile learning landscape: presenting a mlearning integration framework

2017 ◽  
Vol 14 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Helen Crompton
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Traditional Learning ◽  
Integration Framework ◽  
Content Type ◽  
The Many ◽  
The Individual ◽  
Synthesis Methodology

Purpose Mobile devices transcend the educational affordances provided by conventional tethered electronic and traditional learning. However, empirical findings show that educators are not integrating technology effectively into the curriculum. This paper aims to discuss these issues. Design/methodology/approach In this study, a thematic synthesis methodology was used to develop and present a framework for thinking about the integration of mobile devices in teaching and learning. Findings The mobile learning (mlearning) integration framework comprises four main parts: beliefs, resources, methods and purpose. These four areas are elucidated to reveal the many sub-components that determine how technology is integrated. Originality/value An ecological framework is then presented to demonstrate how the individual parts of the initial framework operate through a complex, interconnected network of systems involving personal and environmental factors.

Combining realized measures to forecast REIT volatility

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jian Zhou
Keyword(s):  
Real Estate ◽  
High Frequency ◽  
Real Estate Investment Trust ◽  
Real Estate Investment ◽  
Content Type ◽  
Combination Strategies ◽  
Out Of Sample ◽  
The Individual ◽  
Reit Volatility ◽  
Do So

Purpose This study aims to show that the best-performing realized measures vary across markets when it comes to forecast real estate investment trust (REIT) volatility. This finding provides little guidance for practitioners on which one to use when facing a new market. The authors attempt to fill the hole by seeking a common estimator, which can study for different markets. Design/methodology/approach The authors do so by drawing upon the general forecasting literature, which finds that combinations of individual forecasts often outperform even the best individual forecast. The authors carry out the study by first introducing a number of commonly used realized measures and then considering several different combination strategies. The authors apply all of the individual measures and their different combinations to three major global REIT markets (Australia, UK and US). Findings The findings show that both unconstrained and constrained versions of the regression-based combinations consistently rank among the group of best forecasters across the three markets under study. None of their peers can do it including the three simple combinations and all of the individual measures. The conclusions are robust to the choice of evaluation metrics and of the out-of-sample evaluation periods. Originality/value The study provides practitioners with easy-to-follow insights on how to forecast REIT volatility, that is, use a regression-based combination of individual realized measures. The study has also extended the thin real estate literature on using high-frequency data to examine REIT volatility.

Teachers’ understanding and concerns about the practices of lesson study in suburb schools in Laos

2018 ◽  
Vol 7 (2) ◽  
pp. 150-162 ◽  
Author(s):  
Sommay Shingphachanh
Keyword(s):  
Teacher Development ◽  
Development Strategy ◽  
Time Management ◽  
Lesson Study ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Content Type ◽  
School Based ◽  
Study Implementation ◽  
Empowering Teachers

PurposeLesson study is a vital approach to improve teaching and learning that Japanese teachers have been utilizing for a century. Lesson study, however, has only recently been recognized as a teacher development strategy in Laos and started implementing in teacher training colleges (TTCs) in 2015. The purpose of this paper is to investigate the extent to which teachers have gained an understanding of the procedure of lesson study and to reveal their initial concerns about its implementation.Design/methodology/approachThis research reports on lesson study implementation in a Lao TTC during 2015-2017. Data were collected from 11 classroom observations, lesson study reports, lesson study guidelines, and 70 open-ended questionnaires.FindingsData analysis revealed the initial experience of teachers in the suburb schools in applying lesson study to enhance teaching and students’ learning outcomes, and their concerns regarding lesson study procedure including time management, the format of the lesson study report, and collaboration with lesson study facilitators. The importance of lesson study experts to facilitate the teachers’ lesson study became clear. In addition, school principals and administrators have an important role in empowering teachers to engage confidently with lesson study.Originality/valueThis study is the first trial project of school-based training for in-service teachers in a TTC and partner primary schools. The aim of the project is to strengthen and promote collaborative learning. To progress lesson study, it is very important to be sensitive to the teachers’ issues in the early stages of the introduction of lesson study.

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