Exploring the relationship between school leadership and teacher professional learning through structural equation modeling

2020 ◽  
Vol 34 (8) ◽  
pp. 1237-1251
Author(s):  
Jarrent Tayag ◽  
Nunilon Ayuyao
Keyword(s):  
Structural Equation Modeling ◽  
Professional Learning ◽  
Structural Equation ◽  
Teacher Agency ◽  
Equation Modeling ◽  
Teacher Professional Learning ◽  
Content Type ◽  
Teacher Professional ◽  
Teacher Trust ◽  
The Relationship

PurposeThis study aims to investigate the relationship between leadership and teacher professional learning considering two mediating variables – teacher trust and teacher agency.Design/methodology/approachThe study utilized structural equation modeling in analyzing the responses from 1,654 secondary public teachers from 43 schools in the Philippines.FindingsLeadership does not have a direct relationship with teacher professional learning. The established relationship of leadership and professional learning from literature exists through the mediation of teacher trust and teacher agency.Originality/valueThe results point out that school leaders must affect teacher trust and teacher agency to influence the engagement of teachers to professional learning. Contrary to what has been accepted in educational management that leaders can directly impact teachers, the findings of this study dictate that the full effects of leadership are coursed through mediating pathways.

Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency

2021 ◽  
pp. 174114322110644
Author(s):  
Yasser F. Hendawy Al-Mahdy ◽  
Philip Hallinger ◽  
Mahmoud Emam ◽  
Waheed Hammad ◽  
Khalaf Marhoun Alabri ◽  
...  
Keyword(s):  
Student Performance ◽  
Professional Learning ◽  
Principal Leadership ◽  
Structural Equation ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
Learning Factor ◽  
Learning Centered ◽  
Teacher Professional ◽  
Teacher Trust

Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.

Modeling the relationship between principal leadership and teacher professional learning in Kuwait: The mediating effects of Trust and Teacher Agency

2021 ◽  
pp. 174114322110380
Author(s):  
Ayeshah A Alazmi ◽  
Waheed Hammad
Keyword(s):  
Teacher Learning ◽  
School Leadership ◽  
Professional Learning ◽  
Principal Leadership ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
Learning Centered ◽  
Teacher Professional ◽  
Teacher Trust ◽  
The Relationship

Research has revealed that appropriate school leadership practices can positively support and promote teacher learning. This study examines the influences of Learning-Centered Leadership upon Teacher Agency, Trust and professional learning in a Kuwaiti context. Following results from recent empirical research, this study tested a model of principal leadership effects upon teacher learning via the mediators of Teacher Trust and Agency. The researchers collected data from 1060 teachers working at 64 Kuwaiti public schools and analyzed this data using confirmatory factor analysis and structural equation modeling. Results validated this model, showing that Learning-Centered Leadership affects teacher professional development via Teacher Trust and Agency. This improves our understanding of the relationship between school leadership and teacher professional learning both in Kuwait and internationally; relevant recommendations are listed.

scholarly journals Modeling the Influence of Principal’s Leadership on Teachers’ Professional Learning in Governmental Schools in the Sultanate of Oman

2021 ◽  
Vol 45 (3) ◽  
pp. `131-157
Keyword(s):  
Structural Equation Modeling ◽  
Professional Learning ◽  
Structural Equation ◽  
Equation Modeling ◽  
Teacher Professional Learning ◽  
Sultanate Of Oman ◽  
Learning Program ◽  
Learning Centered ◽  
Teacher Professional ◽  
High Level

The study aimed to identify the degree of principals' learning-centered leadership (PLCL) and teachers' professional learning (TPL) in governmental schools in Oman, then to modeling the effects of (PLCL) on (TPL) in governmental schools in Oman, through identify the level of this influence and compare the effects of the different dimensions of (PLCL) on (TPL). The study employed the quantitative approach using the structural equation modeling to analyze the data collected from a convenient sample of teachers (n=574) from government schools in the Sultanate of Oman. The study found that the practices of (PLCL) were at the high level for all its dimensions; while the "modeling" dimension came as the most practiced dimension, the "managing of learning program" dimension was the least. For the teacher’s professional learning also showed at high level for all dimensions (reflection, experimentation, collaboration and reach out to the knowledge base); while the experimentation dimension was the highest, reach out to the knowledge base was the least one. On the other hand, the study found a positive influence of the principal leadership on teacher professional learning; The source of that influence was from the two dimensions: “managing the learning program” and “building a learning vision”. The study presents a set of recommendations, such as recommending the implementation of structured programs to develop the skills of the school principal in support of teachers’ professional learning. Keywords: Learning-centered leadership, teacher professional learning, structural equation modeling, The Sultanate of Oman

Cooperative practices and non-financial performance of savings and credit cooperative societies

2020 ◽  
Vol 36 (3) ◽  
pp. 411-425
Author(s):  
Lawrence Musiitwa Kyazze ◽  
Isa Nsereko ◽  
Isaac Nkote
Keyword(s):  
Structural Equation Modeling ◽  
Financial Performance ◽  
Emerging Economies ◽  
Structural Equation ◽  
Design Methodology ◽  
Methodological Approach ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Content Type ◽  
The Relationship

Purpose The purpose of this paper is to examine the relationship between cooperative practices of accountability, cooperative ownership, advanced communication and non-financial performance in savings and credit cooperative societies. Design/methodology/approach The study uses a cross-sectional research design and adopted a mixed methodological approach were hypotheses were statistically tested using structural equation modeling based on survey data (n = 220) and narratives from qualitative findings supported the quantitative findings from savings and credit cooperative societies. Findings The findings reveal that cooperative practices of accountability, cooperative ownership and advanced communication are significantly and positively associated with non-financial performance of savings and credit cooperative societies. Originality/value This study provides empirical evidence on the relationship between cooperative practices of accountability, cooperative ownership and advanced communication and non-financial performance in savings and credit cooperative societies in emerging economies like Uganda. To the best of the authors’ knowledge, there is limited or no study that has used the construct of agency theory in explaining the relationship between cooperative practices and non-financial performance in savings and credit cooperative societies.

Impact of religiosity and branding on SMEs performance: does financial literacy play a role?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Raed Khamis Alharbi ◽  
Sofri Bin Yahya ◽  
Salina Kassim
Keyword(s):  
Saudi Arabia ◽  
Structural Equation Modeling ◽  
Financial Literacy ◽  
Structural Equation ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
Financial Awareness ◽  
The Relationship

Purpose This study aims to examine the relationship between religiosity and branding on small- and medium-scale enterprises (SMEs’) performance in Saudi Arabia. It also examines the mediating role of financial literacy on the relationship among Islamic religiosity, branding and SMEs’ performance. Design/methodology/approach This study adopts the purposive sampling technique in three major commercial cities, namely, Riyadh, Jeddah and Al-Qassim to sample 100 SMEs each, resulting in a total sampling of 300 SMEs in Saudi Arabia. Structural equation modeling is used to analyze the hypotheses formulated in this study. The structural equation modeling is aided with the help of Smart-PLS software. Findings This study finds that Islamic branding (on customer, compliance and origin) significantly affect financial attitude, while Islamic religiosity affects financial awareness among the SMEs. Findings reveal that there is a mediating role of financial awareness on the relationship between Islamic branding and Islamic religiosity with the SMEs’ performance. No mediation effect was recorded for financial attitude and financial knowledge. Further investigation reveals that financial attitude, financial awareness, Islamic branding (compliance and origin) and Islamic religiosity were the most significant determinants of SMEs’ performance in the context of Saudi Arabia. Research limitations/implications This study is conducted on SMEs in Saudi Arabia only. Further studies are required to examine SMEs in other Islamic countries and regions to improve the explanatory power of financial literacy on Islamic religiosity and Islamic branding for improved SMEs performance. Originality/value This study establishes that Islamic religiosity and branding could further increase the predictive power of financial literacy on SMEs’ performance. This study concludes that efforts to improve financial literacy should be religion-based as well as culture-based depending on where the SMEs are located so that specific strategies can be implemented, to enable the conducive growth of the SMEs and maximize the contribution of the SMEs to economic growth.

Enhancing organizational performance of Malaysian SMEs

2014 ◽  
Vol 35 (7) ◽  
pp. 973-995 ◽  
Author(s):  
Lai Wan Hooi ◽  
Kwang Sing Ngui
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Performance Outcomes ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Learning Capability ◽  
Content Type ◽  
Hr Practices ◽  
Cross Sectional Design ◽  
The Relationship

Purpose – The purpose of this paper is to examine organizational learning (OL) capability as a mediator of the relationship between human resource management (HRM) and performance of Malaysian small and medium enterprises (SMEs). Design/methodology/approach – A cross-sectional design was adopted, where data were collected from a sample of 286 manufacturing and service SMEs, utilizing a survey questionnaire. Hypotheses were tested using structural equation modeling. Findings – Results from a two-stage structural equation modeling analysis suggest that the use of human-capital enhancing HR practices strengthen SMEs’ learning capability. Furthermore, SMEs’ learning capability mediates the effect of the HR practices on firm performance. Research limitations/implications – It uses a cross-sectional design which has prevented the examination of cause and effect relationship between two constructs. It also did not include large organizations in the sample population. It also did not consider other SME contextual variables which may otherwise exert significant impact on OL capability, or moderate the relationship between the constructs under study. Practical implications – A profound understanding of HR practices’ holistic effect on performances would assist organizations to implement strategies to sustain competitive advantage. Company capabilities embedded in employee behavior are less likely to be inimitable and organizations could effectively nurture the needed employee capabilities to achieve the desired performance outcomes. Originality/value – The study advances knowledge on HRM among SMEs by proposing that decisions on selection of HR practices can be guided by the objective of developing the OL capability of the firm.

Addressing the achievement gap

2017 ◽  
Vol 55 (6) ◽  
pp. 717-734 ◽  
Author(s):  
Patnaree Piyaman ◽  
Philip Hallinger ◽  
Pongsin Viseshsiri
Keyword(s):  
Human Resources ◽  
Teacher Learning ◽  
Professional Learning ◽  
Primary Schools ◽  
Teacher Agency ◽  
Teacher Professional Learning ◽  
Direct Effects ◽  
Content Type ◽  
Learning Centered ◽  
Teacher Professional

Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.

scholarly journals Effect of customer cooperative behavior on reverse logistics outsourcing performance in the construction industry – A partial least squares structural equation modeling approach

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Duy Tai Nguyen ◽  
Raufdeen Rameezdeen ◽  
Nicholas Chileshe ◽  
Jeremy Coggins
Keyword(s):  
Structural Equation Modeling ◽  
Construction Industry ◽  
Reverse Logistics ◽  
Structural Equation ◽  
Cooperative Behavior ◽  
Equation Modeling ◽  
Logistics Outsourcing ◽  
Content Type ◽  
Construction Firms ◽  
The Relationship

PurposeThis study aims to investigate the effect of Australian construction firms' cooperative behavior on reverse logistics outsourcing performance (RLOP).Design/methodology/approachTo achieve the aim, a questionnaire survey was conducted to collect data from construction firms in Australia. Following this, the study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze 173 responses for testing seven hypotheses that are related to the positive effects of cooperative behavior on RLOP.FindingsThe results indicate that three dimensions of customer cooperative behavior (cooperation, commitment and planning) positively influence RLOP in different ways. Cooperation only directly affects RLOP while planning only has an indirect influence on RLOP. Commitment affects RLOP both directly and indirectly.Originality/valueThis is the first study examining empirically antecedents of RLOP in the construction industry. Additionally, it reveals the mediating role of cooperation. Cooperation fully mediates the relationship between planning and RLOP, and partially mediates the relationship between commitment and RLOP.

The relationships between TQM, TPM, JIT and agile manufacturing: an empirical study in industrial companies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meriem Khalfallah ◽  
Lassaad Lakhal
Keyword(s):  
Structural Equation Modeling ◽  
Empirical Study ◽  
Structural Equation ◽  
Agile Manufacturing ◽  
Equation Modeling ◽  
Just In Time ◽  
Total Quality ◽  
Content Type ◽  
Industrial Companies ◽  
The Relationship

PurposeThis empirical study aims to explore the relationship between Total quality management (TQM), Total productive/preventive maintenance (TPM) and Just-in time (JIT). It also seeks to examine the relationship between Just-in time (JIT) and agile manufacturing.Design/methodology/approachData for the study were collected from a survey of 205 industrial companies and the relationships proposed in the framework were tested using structural equation modeling.FindingsThe results indicate that (1) TPM has a positive impact on TQM and JIT, (2) TQM has a positive effect on JIT and (3) JIT has a direct positive relationship with agile manufacturing. In addition, the results reveal an indirect effect of TPM and TQM on agile manufacturing through JIT.Research limitations/implicationsThe conceptual model proposed and tested in this study can be used by researchers for developing Lean manufacturing practices (TQM, TPM and JIT) and agile manufacturing theory. In addition, this model shows to practitioners the importance of integrating TQM, TPM and JIT in manufacturing firms. In other words, this study shows practitioners how firms can support their agile manufacturing system.Originality/valueThis research presents an innovative approach since it examines simultaneously the interdependencies between TQM, TPM and JIT and their direct and indirect link with agile manufacturing using structural equation modeling.

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