Magic muzzles? The silencing of teachers through HRM, performance appraisal and reputation concern

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Dag Yngve Dahle
Keyword(s):  
Public Sector ◽  
Secondary School ◽  
Performance Appraisal ◽  
Moderated Mediation ◽  
Upper Secondary School ◽  
Mediation Effects ◽  
Content Type ◽  
Upper Secondary ◽  
Reputation Concern ◽  
And Control

PurposeIn the deregulated public sector upper secondary school field in Oslo, Norway, teachers’ voice is found to be restricted. The purpose of the present paper is to examine human resource management (HRM) approach, satisfaction with the performance appraisal (PA) system and concern for reputation as possible antecedents to voice restrictions.Design/methodology/approachThe present study is based on a survey (N = 1,055) carried out among upper secondary school teachers in one urban, one suburban and one rural area of Norway. Data were analyzed with path analysis, including analyses of mediation, moderation and moderated mediation.FindingsAnalyses reveal that there is a positive relationship between voice restrictions and control-oriented HRM, PA dissatisfaction and reputation concern, respectively. Low-quality leader–member exchange (LMX) mediates the relationships between voice restrictions and control-oriented HRM, and voice restrictions and PA dissatisfaction, but not between voice restrictions and reputation concerns. No moderation or moderated mediation effects were found.Originality/valueWhile there is a broad literature on deregulation and marketization of public sector schools, research on its consequences is limited, and scholarship on the consequences for teachers’ voice is in its infancy. To the best of the author’s knowledge, this study is among the first to explore these issues, and, in addition, makes a rare contribution by unveiling that both PA satisfaction and reputation concern is related to voice restrictions.

Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school

2013 ◽  
Vol 3 (1) ◽  
pp. 24-45 ◽  
Author(s):  
Mona Holmqvist Olander ◽  
Heléne Bergentoft
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Theoretical Framework ◽  
Variation Theory ◽  
Upper Secondary School ◽  
Learning Study ◽  
Content Type ◽  
Upper Secondary ◽  
Based Instruction

Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

Gender and self-employment: the role of mini-companies

2016 ◽  
Vol 58 (2) ◽  
pp. 150-163 ◽  
Author(s):  
Vegard Johansen
Keyword(s):  
Secondary School ◽  
Young Women ◽  
Gender Gap ◽  
Content Type ◽  
Self Employment ◽  
Upper Secondary ◽  
Quasi Experimental ◽  
Perceived Desirability ◽  
And Control ◽  
The Impact

Purpose – The purpose of this paper is to evaluate to what degree participation in mini-companies impact young women and men with regard to the perceived desirability and perceived feasibility of self-employment. The Company Programme (CP) is the largest mini-company scheme in European secondary school. Design/methodology/approach – The data derived from a survey conducted in Norway with 1,160 students in upper secondary school (17-18 years of age). The quasi-experimental research design enabled a comparison of compulsory CP-participants with non-participation and control for several competing factors. Findings – The investigation demonstrated that CP positively influenced the perceived feasibility of self-employment for both young men and young women, and CP also increased the perceived desirability of self-employment among young women. Research limitations/implications – It could be that the impact of CP varies according to time spent on the CP or position in the mini-company. The study does not measure whether CP-participants actually create a business. Practical implications – Central to explaining the stronger impact on young women is a particular concern with female entrepreneurship in CP. The majority of CEOs in mini-companies are young women, and all women that manage mini-companies can participate in the coaching programme “Girls and Leadership”. Social implications – CP-participation could boost the chance of individuals attempting to start a business at a later point in their lives. In the longer run, CP could contribute to reducing the gender gap in self-employment. Originality/value – Investigating some of the impacts of CP in a gender perspective, this paper adds a fresh viewpoint to the state of knowledge about entrepreneurship education in secondary schools.

Determinants of charitable giving in Malaysia

Humanomics ◽  
2016 ◽  
Vol 32 (4) ◽  
pp. 459-473
Author(s):  
Mohd Nahar Mohd Arshad
Keyword(s):  
Secondary School ◽  
Charitable Giving ◽  
Experimental Studies ◽  
Geographical Location ◽  
Early Years ◽  
Transfer Payment ◽  
Upper Secondary School ◽  
Content Type ◽  
Marginal Effects ◽  
Upper Secondary

Purpose The purpose of this study is to investigate into the factors that influence charitable giving in Malaysia. Design/methodology/approach The study employs Malaysia’s Household Income Survey 2009. Results are obtained by undertaking a regression analysis. In the econometric model, charitable giving is proxied by transfer payment made by every respondent. The variable is considered as the dependent variable, while demographic, educational, occupational and geographical factors have been considered as the independent variables. Findings In general, factors such as income, age, educational levels, marital status, gender and geographical location have statistically significant effects on Malaysians’ charitable giving. A 1 per cent increase in income would result in an increase in charitable giving by 1.5 per cent, ceteris paribus. In Malaysia, charitable giving would initially increase and peaked at the age of 40 years before decline slowly over the working age – inverted-U shape of the charity–age curve. Women donate 8.7 per cent more than men. The upper secondary school has the highest marginal effects on charitable giving at 10.7 per cent. After upper secondary school, the marginal effects of subsequent levels of education on charitable giving diminish. Research limitations/implications The findings need to be supported with experimental studies for more consistent evidence. Practical implications Charitable giving can be nurtured especially through early years of education. Social implications The understanding derived from this study is crucial in the efforts to build an inclusive and caring heterogeneous Malaysian society. Originality/value This study pioneers large sample analysis to understand charitable giving behavior by Malaysians. The computation of marginal effects of education on charitable giving is another major contribution of this study.

Mexico's digital economy faces labour reform pressures

2021 ◽  
Keyword(s):  
Secondary School ◽  
Working Conditions ◽  
Informal Economy ◽  
Drop Out ◽  
Upper Secondary School ◽  
Content Type ◽  
Digital Platforms ◽  
Gig Economy ◽  
Upper Secondary ◽  
Gender Based

Significance The bill will be debated when the new legislature elected in the June 6 mid-term elections is sworn in and starts sessions in September. Besides this bill, the Senate (upper house) is considering three other initiatives to redefine the labour relationship between platforms and their contracted services providers. Impacts High drop-out rates among students in upper secondary school and higher education will increase the number of young gig workers. Women will continue to represent a minority of digital platforms’ workers, widening gender-based economic inequality. Regulations to improve working conditions in the digital gig economy will have a limited impact on reducing Mexico’s informal economy.

Motivating teachers’ commitment to change through transformational school leadership in Chinese urban upper secondary schools

2015 ◽  
Vol 53 (6) ◽  
pp. 735-754 ◽  
Author(s):  
Peng Liu
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
School Context ◽  
Upper Secondary School ◽  
Commitment To Change ◽  
Content Type ◽  
Four Dimensions ◽  
Teachers Perceptions ◽  
Upper Secondary ◽  
Upper Secondary Schools

Purpose – The purpose of this paper is to examine the effects of transformational school leadership on teachers’ commitment to change and the effects of organizational and teachers’ factors on teachers’ perception of transformational school leadership in the Chinese urban upper secondary school context. Design/methodology/approach – The paper mainly uses quantitative methods to explore the relationships between different constructs. The author asks: to what extent can transformational school leadership practices in the urban upper secondary schools of a particular Chinese city explain the variation in teachers’ commitment to change during curriculum reform? What are the effects of organizational and teachers’ factors on teachers’ perceptions of transformational school leadership? Findings – The results of multiple regression analysis showed that the effect of transformational school leadership was moderate when transformational school leadership and teachers’ commitment to change were treated as single variables. Four dimensions of transformational leadership practice together explained the moderate effects on four dimensions of teachers’ commitment to change, among which the effect of managing the instructional program was the most prominent. The results of multiple regression analysis also revealed that variables like culture, strategy, environment, and teachers’ age had significant relationships with teachers’ perceptions of transformational school leadership. Culture, environment, strategy, structure, and teachers’ factors such as age and grade taught had moderate effects on different dimensions of teachers’ perceptions of transformational school leadership. Originality/value – This study is one of the first to explore the effects of transformational school leadership on teachers’ commitment to change in the Chinese urban upper secondary school context. The findings contribute to educational management in China and similar contexts, and this study advances knowledge and furthers the understandings of the transferability of theories to different contexts.

scholarly journals Same but different? An examination of Swedish upper secondary school teachers’ and students’ views and use of ICT in education

2017 ◽  
Vol 34 (2) ◽  
pp. 122-132 ◽  
Author(s):  
Ola J. Lindberg ◽  
Anders D. Olofsson ◽  
Göran Fransson
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Qualitative Content Analysis ◽  
Upper Secondary School ◽  
Ict In Education ◽  
School Teachers ◽  
Content Type ◽  
Upper Secondary ◽  
New Knowledge ◽  
Teachers And Students

Purpose The purpose of this paper is to examine Swedish upper secondary school teachers’ and students’ views and use of ICT in education. Design/methodology/approach In total, 25 individual teachers and 39 students in small focus groups were interviewed. A qualitative content analysis was performed using NVivo11. The analysis was conducted in three steps: with each individual teacher, the student groups and the cohort of teachers and students. A comparative analysis was also conducted. Findings The teachers’ views and use of ICT are diverse. Teachers and students identify similar challenges when using ICT in education, e.g. time and subject, the shortcomings of a school’s learning management system (LMS) and teachers’ digital competence. Students report an extensive out-of-school use of smartphones and an extensive in-school use of laptops and LMS. Research limitations/implications The relatively small number of teachers and students in three schools make generalisations difficult. The examination of teachers’ and students’ views and use in the same context reveals new knowledge. Practical implications The study may influence teachers’ use of ICT in education, based on a better understanding of students’ use. Social implications The study may lead to a better understanding of teachers’ and students’ different perspectives and a more enhanced and sustainable in-school use of ICT. Originality/value The originality is that teachers’ and students’ views and use of ICT in education are examined at the same time. The paper contributes new knowledge about how teachers and students conceptualise and use ICT in upper secondary school practices.

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