The relationship between professional development and school principals’ leadership practices: the mediating role of self-efficacy

2020 ◽  
Vol 34 (7) ◽  
pp. 1155-1170
Author(s):  
Sedat Gümüş ◽  
Mehmet Şükrü Bellibaş
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Self Efficacy ◽  
Leadership Practices ◽  
School Principals ◽  
Vital Role ◽  
Basic Knowledge ◽  
Content Type ◽  
Mediating Role ◽  
Improving Student Learning

PurposeThere is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.Design/methodology/approachA total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.FindingsWe found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.Originality/valueWe argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

Unravelling the nexus between creative self-efficacy, humble leadership, innovative work behaviour and job performance amongst physicians in public hospitals

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joather Al Wali ◽  
Rajendran Muthuveloo ◽  
Ai Ping Teoh
Keyword(s):  
Self Efficacy ◽  
Structural Equation ◽  
Public Hospitals ◽  
Content Type ◽  
Mediating Role ◽  
Innovative Work ◽  
Innovative Work Behaviour ◽  
Creative Self ◽  
The Relationship ◽  
Humble Leadership

PurposeThe study aims to examine the relationship between innovative work behaviour (IWB) and JP amongst physicians in Iraq public hospitals. The study also determines the effects of creative self-efficacy (CSE) and humble leadership (HL) on IWB. Besides, the study investigates the mediating role of IWB on the relationship between CSE and JP as well as between HL and JP.Design/methodology/approachA total of 332 respondents participated in the survey, although 173 responses were utilised after data screening. The study employs the structural equation modelling via partial least squares (PLS-SEM) to ascertain the relationship between the variables.FindingsEvidence from the study indicates that IWB has a positive relationship with JP, whilst CSE and HL are significant determinants of IWB amongst physicians in Iraq public hospitals. The study provides evidence that IWB plays a positive mediating role in the relationship between CSE and JP as well as between HL and JP amongst physicians in Iraq public hospitals.Originality/valueThe study implies that the JP of physicians in Iraq public hospitals can be enhanced by IWB, whilst the latter can be improved by CSE and HL. The influences of CSE and HL on JP can be boosted by IWB. Hence, efforts to promote IWB should be vigorously pursued by Iraq public hospitals to foster the physicians' JP.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

scholarly journals Role of Education and Mentorship in Entrepreneurial Behavior: Mediating Role of Self-Efficacy

2021 ◽  
Vol 12 ◽  
Author(s):  
Binwu Hu ◽  
Qiang Zheng ◽  
Jie Wu ◽  
Zhibin Tang ◽  
Jianchun Zhu ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Vital Role ◽  
The Body ◽  
Survey Study ◽  
Mediating Role ◽  
Farming Community ◽  
Body Of Knowledge ◽  
Behavioral Preferences ◽  
Structured Questionnaire

Farmers have been very precious for societies for ages. Their active experiments, valuable knowledge about their surroundings, environment, and crops’ requirements have been a vital part of society. However, the psychological perspectives have been a hole in the loop of farming. Hence, this study has investigated the antecedents of entrepreneurial behaviors of farmers with the mediating risk of their entrepreneurial self-efficacy (ESE). The population chosen for this study was the farming community of suburbs of China, and a sample size of 300 was selected for the data collection. This is a survey study, where a structured questionnaire was adapted on a five-point Likert scale. The data were collected from the farming community to know their psychological and behavioral preferences about their profession. This study has produced interesting results that education, training, and intrinsic motivation play a vital role in farmers’ ESE, affecting their entrepreneurial behaviors. This study will add to the body of knowledge and provide an eminent path for emerging entrepreneurs to find more mentorship opportunities to overcome the limitations in upcoming endeavors influencing education and training.

The west wind vs the east wind: instructional leadership model in China

2017 ◽  
Vol 55 (2) ◽  
pp. 186-206 ◽  
Author(s):  
Haiyan Qian ◽  
Allan Walker ◽  
Xiaojun Li
Keyword(s):  
Instructional Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Social Contexts ◽  
Three Dimensions ◽  
The West ◽  
Content Type ◽  
West Wind ◽  
East Wind ◽  
Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

Organizational identification and employees’ innovative behavior: the mediating role of work engagement and the moderating role of creative self-efficacy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Guangning Zhang ◽  
Yingmei Wang
Keyword(s):  
Work Engagement ◽  
Organizational Identification ◽  
Self Efficacy ◽  
Innovative Behavior ◽  
Content Type ◽  
Mediating Role ◽  
Creative Self ◽  
The Relationship ◽  
Moderating Role

Purpose This study aims to investigate the effect of organizational identification to employees’ innovative behavior, the mediating role of work engagement and the moderating role of creative self-efficacy in the relationship between organizational identification and employees’ innovative behavior. Design/methodology/approach This study adopted questionnaires to gather data. The sample of 289 employees working in diverse organizations in China was applied to examine the hypotheses. Findings The results indicates that organizational identification is positively related to employees’ innovative behavior and work engagement mediates the relationship between organizational identification and employees’ innovative behavior. In addition, creative self-efficacy enhances the relationship of work engagement and employees’ innovative behavior. Originality/value This study builds a system from psychological aspect to behavior, which includes the effect of individual cognition to explain the mechanism of organizational identification on employees’ innovative behavior.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

scholarly journals The impact of ethical leadership on service innovation behavior

2019 ◽  
Vol 13 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Fahri Özsungur
Keyword(s):  
Ethical Leadership ◽  
Self Efficacy ◽  
Psychological Capital ◽  
Service Innovation ◽  
Service Development ◽  
Content Type ◽  
Mediating Role ◽  
The Impact ◽  
Innovation Behavior

Purpose Ethical leadership is at the forefront of what matters in today’s business life and current issues, with a view to making strong moral decisions through bilateral communication. Service innovation behavior is important in terms of individual and institutional actions in the process of producing and implementing new ideas. Investigating the mediating role of psychological capital which consists of self-efficacy, optimism, hope and psychological endurance dimensions, between ethical leadership and service innovation behavior, is a matter to be investigated. This study aims to assess the impact of ethical leadership on service innovation behavior by means of a comprehensive literature review. In this framework, psychological capital forms the scope of researching the mediating role. Design/methodology/approach This study was conducted with 376 blue-collar workers randomly selected from 140 company which were selected from 1,294 joint stock companies among 76,882 companies operating in the province of Adana in Turkey and registered in the Adana Chamber of Commerce, by applying a questionnaire of 40 items. Findings As a result of the factor analysis, 6 items which could not provide reliability were extracted from the scale and the remaining 34 items were distributed in three factors and the validity of the construct validity was measured by the convergence and divergence methods. Construct reliability (CR) values were found to be statistically significant (SRMR: 0.50, RMSEA = 0.058, IFI: 0.955, CFI = 0.97, GFI = 0.96, AGFI = 0.86, TLI = 0.97, χ2/s.d. = 2.264) when it was above 0.7, and the structural equation model determined that the research data and the initially determined model are compatible. Ethical leadership has a significant effect on psychological capital (ß = 0.224, p < 0.001), ethical leadership has a significant effect on innovation (ß = 0.113, p < 0.001), psychological capital was found to have a significant influence on service innovation (ß = 0.965, p < 0.001), and ethical leadership was mediated by psychological capital on service innovation behavior (SIE = 0.235). Research limitations/implications Further research is needed to assess conducting research in enterprises with different cultural characteristics. This paper provides the effectiveness of ethical leadership and psychological capital factors, which are effective in improving employee service innovation behavior and enabling managers to develop human resources strategies in this respect. Practical implications The results provide the impact of ethical leadership on the productivity of employees in the workplace and provide practical benefits in terms of developing innovation-oriented service development behaviors. Social implications The innovative behaviors of the employees enable the development of innovative ideas in social life by contributing to consumer satisfaction and economy. Ethical leadership ensures positive behaviors in the society by ensuring that employees in the workplace develop justice sentiments. Originality/value The mediating role of psychological capital between ethical leadership and service innovation behavior has not been investigated before. In this study, the effects of self-efficacy, optimism, hope and resilience factors were investigated in providing ethical leaders and employees, creating value in the enterprise, and in providing innovation-focused services for employees.

Effects of self-affirmation on responses toward graphic cigarette warning labels: testing the mediating role of perceived susceptibility and self-efficacy

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zexin Ma ◽  
Xiaoli Nan ◽  
Irina A. Iles ◽  
James Butler ◽  
Robert Feldman ◽  
...  
Keyword(s):  
African American ◽  
Self Efficacy ◽  
Warning Labels ◽  
Perceived Susceptibility ◽  
Content Type ◽  
Mediating Role ◽  
Quit Smoking ◽  
Stop Smoking ◽  
Intentions To Quit ◽  
Susceptibility To Smoking

PurposeThe purpose of this study is to examine the effects of self-affirmation on African American smokers' intentions to quit smoking sooner and desire to stop smoking altogether in response to viewing graphic cigarette warning labels. It also tested the mediating role of perceived susceptibility and self-efficacy in explaining the impact of self-affirmation.Design/methodology/approachAfrican American smokers (N = 158) were recruited to participate in a controlled experiment. Participants first completed a short questionnaire about their demographic background and smoking-related attitudes and behavior. They were then randomly assigned to engage in either a self-affirmation task or a control task and viewed two graphic cigarette warning labels subsequently. Participants then responded to a questionnaire about their perceived susceptibility to smoking-related diseases, perceived self-efficacy to quit smoking, intentions to quit smoking and desire to stop smoking altogether.FindingsResults showed that engaging in self-affirmation prior to exposure to graphic cigarette warning labels increased African American smokers' perceived susceptibility to smoking-related diseases, but decreased their perceived self-efficacy to quit smoking. Furthermore, self-affirmation indirectly enhanced smokers' intentions to quit smoking sooner and desire to stop smoking altogether through increased perceived susceptibility. It also had an unexpected negative indirect effect on intentions to quit smoking sooner through decreased self-efficacy.Originality/valueThis study is one of the few studies that investigates the effect of self-affirmation on African American smokers' responses toward graphic cigarette warning labels.

Promoting professional development in new school principals

2014 ◽  
Vol 28 (3) ◽  
pp. 28-30
Keyword(s):  
Professional Development ◽  
School Principals ◽  
School Administrators ◽  
Real Life ◽  
School Principal ◽  
Good Time ◽  
Head Teachers ◽  
Content Type ◽  
New Principal ◽  
The Usa

Purpose – The purpose of this paper is to examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Design/methodology/approach – To examine the use of coaching for newly appointed school principals and head teachers as they establish themselves in their new role. Findings – Teachers in a number of countries receive coaching to improve their effectiveness. It is also now being offered to newly appointed school administrators – the school principal in the USA, the head teacher elsewhere – to help them settle into their new role. Surprisingly, there has been little research assessing the effectiveness of executive coaches or find out what benefits – if any – result from coaching. It seems, then, to be a good time to look at new principal coaching and ask what does or doesn't work. And who better to ask than the coaches themselves. Practical implications – Distinguishes between the coaching needs of newly appointed teachers and those of school administrators. Suggests a requirement for more process-oriented training for new principal coaches. Social implications – Highlights the emphasis that these coaches place on process rather than content and discusses their use of real-life, real-time issues to promote reflective enquiry and professional development. Originality/value – Considers coaching from the perspective of the coach. Demonstrates how coaching can support recently appointed school principals as they adapt to their new work environment and develop the skills needed to take on complex tasks.

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