Principal support of student psychological needs and a functional instructional core

2019 ◽  
Vol 57 (3) ◽  
pp. 243-260 ◽  
Author(s):  
Curt M. Adams ◽  
Jentre J. Olsen
Keyword(s):  
Leadership Practices ◽  
Response Rate ◽  
Psychological Needs ◽  
School Level ◽  
Principal Support ◽  
Theoretical Argument ◽  
Content Type ◽  
Ex Post ◽  
Instructional Core ◽  
Teachers And Students

Purpose Limited attention to messages transmitted between principals and teachers led to the general question for this study: is principal support of student psychological needs related to functional social conditions within the instructional core? Therefore, the purpose of this paper is to define principal support of student psychological needs and explain its leadership function through the lens of conversation theory. Without much empirical evidence to draw from, a theoretical argument for how principal support of student psychological needs might influence the features of the teaching and learning environment is advanced then tested empirically. Design/methodology/approach Hypotheses were tested using a non-experimental, correlational research design based on ex-post facto data collected from teachers and students in 93 schools in a metropolitan city of the USA. Data were collected in the spring of 2017 from randomly sampled teachers and students in the 93 schools. Usable responses were received from 1,168 teachers, yielding a response rate of 66 percent. A total of 4,523 students received surveys and usable responses were received from 3,301, yielding a response rate of 73 percent. Multi-level modeling was used to analyze the data. Findings Principal support of student psychological needs was related to school-level differences in faculty trust in students, collective teacher efficacy and student perceived autonomy support. Leadership practices surrounding professional development and instructional coherence had moderately strong, positive relationships with the outcome variables; however, the strength of these relationships diminished when principal support was included in the analysis. Originality/value The argument in this study proposes that principal–teacher conversations enhance leadership practices and support a vibrant and engaging instructional core when intentional messages build mental representations that enable teachers to understand sources of optimal student growth. Such use of conversation extends the functionality of principal–teacher interactions beyond that of teacher control and toward an ongoing sense-making and learning process.

Building a climate of faculty trust in students through principal support of student psychological needs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Curt Adams ◽  
Olajumoke Beulah Adigun
Keyword(s):  
Teacher Perceptions ◽  
Cognitive Processes ◽  
Likelihood Estimation ◽  
Psychological Needs ◽  
Principal Support ◽  
Faculty Trust ◽  
Content Type ◽  
Ex Post ◽  
Restricted Maximum Likelihood Estimation ◽  
The Relationship

PurposeThis study was designed to test the relationship between principal support of student psychological needs and faculty trust in students. Without direct empirical evidence to draw from, the line of reasoning integrated evidence on social-cognitive processes involved in trust formation and conversation theory to advance two hypotheses: (1) After accounting for school and leadership conditions, principal support of student psychological needs will be related to school differences in faculty trust in students; (2) The relationship between principal support of student psychological needs and faculty trust in students is mediated by a positive view of the teaching task.Design/methodology/approachHypotheses were tested with a nonexperimental, correlational research design using ex post facto data. Due to the hierarchical structure of the data, hypotheses were tested with a 2-2-1 multilevel mediation model in HLM 7.03 with restricted maximum likelihood estimation.FindingsFindings were consistent with the hypothesized relationships – principal support of student psychological needs was related to faculty trust in students and this relationship was mediated by teacher perceptions of the teaching task.Originality/valueSchool research has primarily examined interpersonal antecedents of trust, focusing on behaviors and characteristics that position a person or group as trustworthy. This study extends trust research to the cognitive side of the formation process, calling attention to the function of mental representation in shaping trust discernments. Results suggest that cognitive processes hold promise as both a source of faculty trust in students and as a malleable mental structure that school leaders can shape through conversation.

Principal support for student psychological needs

2017 ◽  
Vol 55 (5) ◽  
pp. 510-525 ◽  
Author(s):  
Curt Adams ◽  
Jentre Olsen
Keyword(s):  
Psychological Needs ◽  
Principal Support ◽  
Faculty Trust ◽  
Teacher Interactions ◽  
Content Type ◽  
Self Regulated Learning ◽  
Ex Post ◽  
Regulated Learning ◽  
Restricted Maximum Likelihood Estimation ◽  
The Relationship

Purpose Although leadership evidence highlights the importance of cooperative principal-teacher relationships, research has not looked thoroughly at the content behind principal-teacher interactions. The purpose of this paper is to use self-determination theory and organizational conversation to develop principal support for student psychological needs (PSSPN), a concept that represents principal-teacher interactions based on social and psychological factors contributing to student learning. The empirical part of the study tests the relationship between PSSPN and faculty trust in students and student self-regulated learning. Design/methodology/approach Hypotheses were tested with a non-experimental, correlational research design using ex post facto data. Data were collected from 3,339 students and 633 teachers in 71 schools located in a metropolitan area of a southwestern city in the USA. Hypotheses were tested with a 2-2-1 multi-level mediation model in HLM 7.0 with restricted maximum likelihood estimation. Findings Principal support for student psychological needs had a positive and statistically significant relationship with faculty trust in students and self-regulated learning. Additionally faculty trust mediated the relationship between principal support for student psychological needs and self-regulated learning. Originality/value This is one of the first studies to examine school leadership by the content that is exchanged during principal-teacher interactions. Principal support for student psychological needs establishes a theoretically-based framework to study leadership conversations and to guide administrative practices. Empirical results offer encouraging evidence that the simple act of framing interactions around the science of wellbeing can be an effective resource for school principals.

Nurses’ and nurse managers’ perceived transformational leadership behavioural practices: a survey

2020 ◽  
Vol 33 (4) ◽  
pp. 385-396
Author(s):  
Roberta Sammut ◽  
Amanda Scicluna
Keyword(s):  
Transformational Leadership ◽  
Leadership Style ◽  
Leadership Practices ◽  
Nurse Managers ◽  
Response Rate ◽  
Survey Design ◽  
Staff Nurses ◽  
Term Care ◽  
Content Type ◽  
Charge Nurses

Purpose The purpose of this paper is to compare the perceived transformational leadership practices of charge and staff nurses. Transformational leadership is effective in promoting change in organisations, with the leader guiding followers towards a common vision. Design/methodology/approach A quantitative, descriptive, comparative survey design was used. All charge nurses (N = 151) and staff nurses (N = 1,950) in six health entities in Malta were included. A mixed mode survey design was used. Data were collected using the Leadership Practices Inventory and analysed using ANOVA and the Kruskal–Wallis test. Findings An overall response rate of 15% (n = 315) was achieved. Both staff and charge nurses perceived transformational leadership to be practiced. Charge nurses scored consistently higher than staff nurses. In long-term care environments, charge nurses are more likely to “model the way”, while in acute settings, they were more likely to “enable others to act”. Research limitations/implications Transformational leadership appears to be applied by charge nurses in Malta. The response rate achieved was low and may limit the generalisability of the results of the study. Practical implications Nurse managers need to adapt their transformational leadership style based on the context in which they work. Originality/value Regular feedback from nursing staff should be sought for charge nurses to be aware of the extent to which they are implementing transformational leadership.

Developing school resilience for disaster mitigation: a confirmatory factor analysis

2017 ◽  
Vol 26 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Siti Irene Astuti Dwiningrum
Keyword(s):  
Factor Analysis ◽  
Risk Factor ◽  
Confirmatory Factor Analysis ◽  
Sampling Technique ◽  
Disaster Mitigation ◽  
School Level ◽  
Content Type ◽  
Confirmatory Factor ◽  
Teachers And Students ◽  
Prone Area

Purpose The purpose of this paper is to create a valid and fit instrument to measure school resilience, and to understand teachers’ and students’ contributions to build school resilience. Design/methodology/approach The construct of school resilience is adapted from Henderson and Milstein’s (2003) concept regarding two factors: mitigating risk factor in environment and building resilience in the environment. Senior high school teachers and students in a disaster-prone area in Indonesia were chosen as the sample using purposive sampling technique. Findings The results of this research are that the instrument is considered as good, valid, reliable, and fit for measuring the students’ and the teachers’ contributions in building school resilience; and the results of the confirmatory factor analysis test of the hypothesized model of school resilience of teachers and students in a disaster-prone area are in line with the empirical data. Based on the analysis of the value of the major loading factors, teachers and students show different contributions. In building school resilience for disaster mitigation, teachers begin by mitigating risk factor in the environment whereas students tend to give a priority to build resilience in the environment. Practical implications The results of this study are applicable to develop school resilience on disaster mitigation, and the instrument of the research provides a practical contribution to broader research scope, in terms of different population, school level, socio-cultural background, and disaster-prone area. Originality/value This study presents reliable instrument to measure teachers and students’ contribution in building school resilience. This study also sought to understand the different contributions shown by teachers and students in building school resilience for disaster mitigation.

scholarly journals We have efficacy but lack infrastructure: teachers’ views on online teaching learning during COVID-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Arnab Kundu ◽  
Tripti Bej
Keyword(s):  
Online Teaching ◽  
Design Research ◽  
Sampling Technique ◽  
Content Type ◽  
Empirical Survey ◽  
Ex Post ◽  
Long Run ◽  
Ex Post Facto ◽  
Teachers And Students ◽  
Teaching Learning

Purpose The coronavirus (COVID-19) pandemic led education institutions to move all face-to-face (F2F) courses online. The situation is unique in that teachers and students can make a direct comparison of their courses before (F2F) and after COVID-19 (online). This study aims to analyze teachers’ viewpoints for this unprecedented change. Design/methodology/approach The study followed a mixed-method approach within an ex post facto survey research design. Research tools were distributed among 200 Indian secondary school teachers following a heterogeneous purposive sampling technique. As the study was conducted during the pandemic backdrop researchers used Google forms and telephonic interviews to collect data. Findings Teachers viewed positively to this shift from F2F to online teaching-learning (OTL). They were found to have an overall moderate level of online teaching efficacy and where good efficacy prevails there found minimal concern for infrastructure, an attitude showing least concern for “what is not” and more concerned with “what they can do with what is having.” A statistically significant effect of teacher efficacy was found on their perception of OTL infrastructure that supports this strong conviction among few teachers. Statistical analysis revealed for every 1 standard unit increase in self-efficacy, the perceived OTL infrastructure was to be increased by 0.997 standard units which support the strong correlation between the two chosen cognitive variables (r = 0.8). Besides, teachers were not found as a homogeneous group concerning their reported readiness for online teaching yet, different subgroups of teachers exist which may require different approaches for support and counseling. Originality/value The paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. An exclusive analysis of teachers’ views of their efficacy and perceived OTL infrastructure. At the same time, path-breaking in analyzing the chemistry between the two variables which will help improving apposite culture, practice and understanding of the digital pedagogy securing quality OTL in the long run.

Igniting students’ inner determination: the role of a need-supportive climate

2018 ◽  
Vol 56 (4) ◽  
pp. 382-397 ◽  
Author(s):  
Curt Adams ◽  
Jam Khojasteh
Keyword(s):  
Autonomy Support ◽  
General Pattern ◽  
Well Being ◽  
Psychological Needs ◽  
School Life ◽  
Content Type ◽  
Relational Support ◽  
Ex Post ◽  
The Social ◽  
The Usa

PurposeSelf-determination theory was used to conceptualize a type of school climate that has consequences for the social, emotional and cognitive well-being of students. The purpose of this paper is to argue that a need-supportive climate emerges through a general pattern of interactions that students experience as supporting their psychological needs.Design/methodology/approachA hypothesized model was tested whereby the latent need-supportive climate variable was predicted to work through identification with school to influence student grit.Ex postfacto data were collected during the 2015–2016 school year from a random sample of students in either the 5th, 8th, or 11th grades in 71 schools located in a southwestern city in the USA. A total of 3,233 students received surveys. Of these students, the authors received useable responses from 2,587 students for a response rate of 80 percent.FindingsFindings support the hypothesis that autonomy-support, competence-support and relational-support are integrated and combine to shape experiences that align with student psychological needs. Additionally, students who experienced a need-supportive climate were also more likely to identify with school and expressed higher grit toward academic pursuits.Originality/valueA need-supportive climate adds meaning to more general characterizations of school life (e.g. healthy, supportive, open, etc.) and it affords a theoretically derived explanation for how the social side of schools nurtures the inner determination of students to excel.

Self-Regulatory Climate: A Social Resource for Student Regulation and Achievement

2015 ◽  
Vol 117 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Curt M. Adams ◽  
Patrick B. Forsyth ◽  
Ellen Dollarhide ◽  
Ryan Miskell ◽  
Jordan Ware
Keyword(s):  
Math Achievement ◽  
Self Regulation ◽  
Psychological Needs ◽  
School Level ◽  
Differential Effects ◽  
Self Regulated Learning ◽  
Regulatory Climate ◽  
Ex Post ◽  
Regulated Learning ◽  
The Relationship

Background/Context Schools have differential effects on student learning and development, but research has not generated much explanatory evidence of the social-psychological pathway to better achievement outcomes. Explanatory evidence of how normative conditions enable students to thrive is particularly relevant in the urban context where attention disproportionately centers on the pathology of these environments rather than social attributes that contribute to student growth. Research Purpose Our purpose in this study was to determine if a self-regulatory climate works through student self-regulation to influence academic achievement. We hypothesized that (1) self-regulatory climate explains school-level differences in self-regulated learning, and (2) self-regulated learning mediates the relationship between self-regulatory climate and math achievement. Research Design We used ex post facto survey data from students and teachers in 80 elementary and secondary schools from a large, southwestern urban school district. A multilevel modeling building process in HLM 7.0 was used to test our hypotheses. Results Both hypotheses were supported. Self-regulatory climate explained significant school-level variance in self-regulated learning. Additionally, student self-regulated learning mediated the relationship between self-regulatory climate and math achievement. Conclusions Our results suggest that schools, like teachers, have differential effects on the motivational resources of students, with self-regulatory climate being an essential social condition for self-regulation and achievement. We believe self-regulatory climate has value for educators seeking to provide equitable learning opportunities for all students and for researchers seeking to account for achievement differences attributed to schools. In both cases, self-regulatory climate advances a construct and measure that conceptualizes and operationalizes school-level support for psychological needs.

Humanizing school communities

2018 ◽  
Vol 56 (5) ◽  
pp. 533-545
Author(s):  
Stefanie LuVenia Marshall ◽  
Muhammad A. Khalifa
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
School Level ◽  
Instructional Leaders ◽  
Content Type ◽  
School Communities ◽  
Culturally Responsive Leadership ◽  
Axial Coding

Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.

Does Lesson Study work?

2014 ◽  
Vol 3 (2) ◽  
pp. 137-149 ◽  
Author(s):  
Wai Ming Cheung ◽  
Wing Yee Wong
Keyword(s):  
Student Learning ◽  
Outcome Measures ◽  
Lesson Study ◽  
School Level ◽  
Learning Study ◽  
Long Term Effects ◽  
Content Type ◽  
Positive Effects ◽  
Teachers And Students ◽  
Teaching Learning

Purpose – There has been rapid proliferation of Lesson Studies and Learning Studies over the world. Do they really help teachers’ professional development and student learning? The purpose of this paper is to review studies from 2000 to 2010 on Lesson Study and Learning Study to unravel their benefits on teachers and students. Design/methodology/approach – Relevant studies were screen and extracted on available electronic databases to evaluate outcome of Lesson Study and Learning Study. The results were based on nine studies which examined the achievement of Learning Study and Lesson Study. Findings – All reviews identified positive evidence supporting the benefits of Lesson Study and Learning Study as powerful tool to help teachers examine their practices and enhance student learning. Although all nine studies showed positive effects of Lesson Study and Learning Study on teaching, learning or both, different outcome measures were employed and the study designs varied in qualities. Originality/value – More well-controlled studies with consistent and validated outcome measures were recommended in the future to address the short- and long-term effects of Lesson Study on students, teachers, and school level. Efforts should be focussed on unveiling the relationship between what is taught and what is learned. Studies using these approaches with more vigorous procedures in randomization and blinding should be implemented.

IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Surya Rahman Nasution ◽  
Masitowarni Siregar
Keyword(s):  
Peer Review ◽  
Language Learners ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
School Level ◽  
Level Of Education ◽  
Teachers And Students ◽  
The Subject ◽  
Thinking Process

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

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