scholarly journals Crisis leadership and coaching: a tool for building school leaders' self-efficacy through self-awareness and reflection

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jodie Lynn Brinkmann ◽  
Carol Cash ◽  
Ted Price
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Role ◽  
Cognitive Coaching ◽  
Crisis Leadership ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Content Type

PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.Research limitations/implicationsInvestigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.Originality/valueThe cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Employee's lying behavior and the role of self-awareness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kirk Chang ◽  
Sylvain Max ◽  
Jérémy Celse
Keyword(s):  
Design Methodology ◽  
Deductive Reasoning ◽  
Research Approach ◽  
Self Awareness ◽  
Laboratory Setting ◽  
Content Type ◽  
Quasi Experimental ◽  
Research Findings ◽  
Practical Implications

Purpose Employee’s lying behavior has become ubiquitous at work, and managers are keen to know what can be done to curb such behavior. Managers often apply anti-lying strategies in their management and, in particular, the role of self-awareness on lying intervention has drawn academic attention recently. Drawing on multi-disciplinary literature, this study aims to investigate the efficacy of self-awareness in reducing lying behavior. Design/methodology/approach Following the perspectives of positivism and deductive reasoning, a quasi-experimental research approach was adopted. Employees from Dijon, France were recruited as research participants. Based on the literature, different conditions (scenario manipulation) were designed and implemented in the laboratory, in which participants were exposed to pre-set lying opportunities and their responses were analyzed accordingly. Findings Unlike prior studies which praised the merits of self-awareness, the authors found that self-awareness did not decrease lying behavior, not encouraging the confession of lying either. Employees actually lied more when they believed other employees were lying. Practical implications This study suggests managers not to rely on employee’s self-awareness; rather, the concept of self-awareness should be incorporated into the work ethics, and managers should schedule regular workshops to keep employees informed of the importance of ethics. When employees are regularly reminded of the ethics and appreciate its importance, their intention of lying is more likely to decrease. Originality/value To the best of the atuhors’ knowledge, the current research is the first in its kind to investigate lying intervention of employees in the laboratory setting. Research findings have brought new insights into the lying intervention literature, which has important implication on the implementation of anti-lying strategies.

Customer participation and the roles of self-efficacy and adviser-efficacy

2019 ◽  
Vol 37 (1) ◽  
pp. 241-257 ◽  
Author(s):  
Chung-Yu Wang
Keyword(s):  
Synergistic Effect ◽  
Financial Services ◽  
Self Efficacy ◽  
Customer Value ◽  
Design Methodology ◽  
Switching Costs ◽  
Customer Participation ◽  
Perceived Efficacy ◽  
Content Type ◽  
Survey Sample

Purpose The purpose of this paper is to examine how customers derive value and switching costs from their own participation conditional on their perceived efficacy of themselves (self-efficacy) and their advisers (adviser-efficacy) in financial services. Design/methodology/approach Student interviewers approached customers exiting banks with a skip interval of two. The respondents received the questionnaire items translated into Chinese. The final survey sample consists of 220 respondents. Findings Empirical results confirm that customer participation influences switching costs through customer value. The synergistic effect of self-efficacy and adviser-efficacy moderates the relationships among customer participation, customer value and switching costs. The incongruent levels of self-efficacy and adviser-efficacy can increase customer value and switching costs. Originality/value This study looks beyond self-efficacy to demonstrate that the synergistic roles of self-efficacy and adviser-efficacy significantly influence the relationships among customer participation, customer value and switching costs.

Shaping employee green behavior: a multilevel approach with Pygmalion effect

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ziying Mo ◽  
Matthew Tingchi Liu ◽  
Peiguan Wu
Keyword(s):  
Self Efficacy ◽  
Multilevel Model ◽  
Design Methodology ◽  
Study Data ◽  
Content Type ◽  
Individual Level ◽  
Multilevel Theory ◽  
Green Behavior ◽  
Time Lagged ◽  
The Relationship

PurposeThe purpose of this study was to theorize and examine a Pygmalion perspective in how leader and coworker expectations predict in-role and ex-role employee green behavior (EGB).Design/methodology/approachUsing a time-lagged field study, data were collected from a sample of 71 leaders and 340 members to examine the hypothesized relationships with a multilevel model (group level and individual level).FindingsThe results showed that leader green behavior and self-efficacy for EGB (i.e. the Pygmalion process) mediate the relationship between leader expectations and EGB, while self-efficacy mediates the relationship between coworker expectations and EGB. In addition, this study found that the effect of coworker expectations and EGB via self-efficacy is stronger when leaders themselves demonstrate a higher level of green behavior.Originality/valueThis study also aims to provide a multilevel theory and investigates the interplay between multilevel variables in encouraging EGB. It also extends previous EGB literature through investigating a different process (i.e. the Pygmalion process) relating leader expectations for EGB to EGB. Moreover, this study develops implications of Pygmalion process on EGB from theoretical and practical perspectives.

Commitment among adjunct faculty

2020 ◽  
Vol 12 (5) ◽  
pp. 1209-1220
Author(s):  
Heidi Reeder
Keyword(s):  
Adjunct Faculty ◽  
Self Efficacy ◽  
Design Methodology ◽  
Predictive Power ◽  
Adjunct Instructors ◽  
Content Type ◽  
Part Time ◽  
Time Position ◽  
The Stability ◽  
Practical Implications

PurposeWithout the stability of tenure, adjunct faculty have few barriers to leave their position. The purpose of this article is to understand the variables that predict commitment among adjunct instructors.Design/methodology/approachThis paper statistically analyzed data from a survey completed by adjunct instructors at two 4-year universities. The survey included scales on commitment, satisfaction, investments, alternatives and the psychological concepts of grit and self-efficacy. In addition, a qualitative analysis was conducted on supplemental open-ended questions that allowed participants to describe the basis of their commitment.FindingsSatisfaction and investments were the main predictors of commitment and those together accounted for just over 50 percent of the variance. Grit and self-efficacy did not correlate with commitment, but did correlate with satisfaction and investments.Practical implicationsGiven the predictive power of satisfaction to explain commitment, understanding the specific rewards and costs experienced by this population can give administrators ideas for making the part-time position more appealing. Similarly, given the predictive power of investments, administrators might consider identifying avenues for adjunct faculty to contribute to the department and university in a meaningful and rewarding way.Originality/valueUniversities are increasingly dependent on adjunct instructors, so it is worthwhile to understand the experience of such faculty. This is best done through research, rather than relying on assumptions, stereotype or anecdotes.

A positive spiral of self-efficacy among public employees

2020 ◽  
Vol 49 (8) ◽  
pp. 1607-1617
Author(s):  
Miguel Ángel Mañas Rodríguez ◽  
Yolanda Estreder ◽  
Vicente Martinez-Tur ◽  
Pedro Antonio Díaz-Fúnez ◽  
Vicente Pecino-Medina
Keyword(s):  
Data Collection ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Design Methodology ◽  
Research Study ◽  
Public Employees ◽  
Content Type ◽  
Personal Resource ◽  
Role Behaviors

Purpose The purpose of this paper is to test a positive spiral of self-efficacy among public employees. The spiral proposes that self-efficacy is positively related to extra-role behaviors. These behaviors in turn are positively related to subsequent self-efficacy. Design/methodology/approach A total of 260 public employees participated in three waves of data collection: self-efficacy (T1); extra-role behaviors (T2); self-efficacy (T3). Findings The results confirmed the existence of a positive spiral of self-efficacy. There was a positive and significant link from self-efficacy of employees (T1) to extra-role behaviors (T2). In addition, it was found a positive and significant relationship between extra-role behaviors (T2) and subsequent self-efficacy (T3) once the link from self-efficacy in T1 and T3 was controlled for. The mediation role of extra-role behaviors was also confirmed. Originality/value The examination of positive spirals is one of the critical challenges of the investigation of personal resources. In the current research study, the authors test the positive spiral of a critical personal resource such as self-efficacy. Additionally, the lagged design permits a solid test of the aforementioned spiral.

COVID-19 – school leadership in crisis?

2020 ◽  
Vol 5 (3/4) ◽  
pp. 321-326 ◽  
Author(s):  
Alma Harris
Keyword(s):  
School Leadership ◽  
Design Methodology ◽  
School Leaders ◽  
Scholarly Work ◽  
Current Crisis ◽  
Leadership Practice ◽  
Content Type ◽  
Changing Role

PurposeThis article explores how school leaders are responding during COVID-19 and what forms of leadership practice are emerging.Design/methodology/approachThis article draws upon the contemporary leadership literature and scholarly work.FindingsThis article proposes that the current crisis has shifted school leadership dramatically towards distributed, collaborative and network practices.Originality/valueThis article offers a commentary about the changing role of school leaders and their changing leadership practice during this pandemic.

scholarly journals Brief self-efficacy interventions to increase healthy dietary behaviours: evidence from two randomized controlled trials

2020 ◽  
Vol 122 (11) ◽  
pp. 3297-3311
Author(s):  
Emily P. Bouwman ◽  
Marleen C. Onwezen ◽  
Danny Taufik ◽  
David de Buisonjé ◽  
Amber Ronteltap
Keyword(s):  
Randomized Controlled Trials ◽  
Self Efficacy ◽  
Design Methodology ◽  
Vegetable Intake ◽  
Controlled Trials ◽  
Content Type ◽  
Randomized Controlled ◽  
Dietary Behaviours ◽  
Improve Compliance ◽  
Insight Into

PurposeSelf-efficacy has often been found to play a significant role in healthy dietary behaviours. However, self-efficacy interventions most often consist of intensive interventions. The authors aim to provide more insight into the effect of brief self-efficacy interventions on healthy dietary behaviours.Design/methodology/approachIn the present article, two randomized controlled trials are described. In study 1, a brief self-efficacy intervention with multiple self-efficacy techniques integrated on a flyer is tested, and in study 2, an online brief self-efficacy intervention with a single self-efficacy technique is tested.FindingsThe results show that a brief self-efficacy intervention can directly increase vegetable intake and indirectly improve compliance to a diet plan to eat healthier.Originality/valueThese findings suggest that self-efficacy interventions do not always have to be intensive to change dietary behaviours and that brief self-efficacy interventions can also lead to more healthy dietary behaviours.

School leadership during a pandemic: navigating tensions

2020 ◽  
Vol 5 (3/4) ◽  
pp. 391-395 ◽  
Author(s):  
Deborah M. Netolicky
Keyword(s):  
Lived Experience ◽  
School Leadership ◽  
Design Methodology ◽  
School Leaders ◽  
Well Being ◽  
Global Crisis ◽  
Content Type ◽  
The Individual

PurposeThis paper explores, from the perspective of an Australian pracademic, how school leaders are leading during the global COVID-19 pandemic.Design/methodology/approachThis essay explores the tensions navigated by school leaders leading during this time of global crisis, by looking to research as well as the author's lived experience.FindingsThe author finds that school leaders are navigating the following: accountability and autonomy; equity and excellence; the individual and the collective and well-being and workload.Originality/valueThis paper offers insights into school leadership, at all times but especially during times of crisis and during the COVID-19 pandemic.

The roles of school leaders in developing future-ready learners: the case of Singapore

2020 ◽  
Vol 35 (1) ◽  
pp. 249-269
Author(s):  
Choun Pei Wong ◽  
David Ng
Keyword(s):  
Communities Of Practice ◽  
School Leadership ◽  
Teaching And Learning ◽  
Design Methodology ◽  
School Leaders ◽  
Leadership Preparation ◽  
Traditional Teaching ◽  
Content Type ◽  
Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

Why am I me?

2019 ◽  
Vol 15 (1) ◽  
pp. 19-31
Author(s):  
Oluseyi Matthew Odebiyi ◽  
Cynthia Sunal ◽  
Dennis Sunal
Keyword(s):  
Design Methodology ◽  
Individual Development ◽  
Self Awareness ◽  
Public Places ◽  
Content Type ◽  
Young Learners ◽  
Early Grades ◽  
Everyday Experiences ◽  
Young Students

Purpose The purpose of this paper – an early grades lesson set for ages 4–7 – is to explore the concepts of identity and individual development, involving young students in reflection on their own identity as they have everyday experiences. This lesson set uses the book, Why am I me?, as a resource to portray typical young learners’ exploring their identities as they encounter others at school and in public places. Design/methodology/approach The storyline describes students’ identity and how students can contribute to promoting oneness and compassion at school. Findings The storyline describes how young learners think about themselves and others as unique individuals while also recognizing the characteristics connecting individuals together and making us human. Originality/value The aim is to help young learners develop self-awareness and awareness of others. The lesson sequence builds awareness on nurturing connection, compassion and oneness among young learners.

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