scholarly journals Building a Common Project by Promoting Pedagogical Coordination and Educational Leadership for School Improvement: A Structural Equation Model

2020 ◽  
Vol 9 (4) ◽  
pp. 52
Author(s):  
Inmaculada García-Martínez ◽  
Pedro J. Arrifano Tadeu ◽  
Miguel Pérez-Ferra ◽  
José Luis Ubago-Jiménez
Keyword(s):  
School Improvement ◽  
Secondary Schools ◽  
Professional Growth ◽  
Structural Equation ◽  
Equation Model ◽  
Teaching Staff ◽  
Final Sample ◽  
Management Leadership ◽  
Collaborative Working ◽  
Common Goals

Leadership and teaching practices are the most important factors that affect student learning. Many studies have pointed out the combination of both of them in a common project as a guarantee to achieve school improvement. The present study sets out to define and contrast an explanatory model of pedagogical coordination as a function of management leadership, collaborative working, setting common goals, participation in decision making, involvement of teaching staff and professional development of teachers, in a sample of pedagogical leaders from secondary schools. A final sample of 547 participants from Granada and Jaen (Spain) was obtained. An instrument adapted from the DLI questionnaire (Hulpia 2009) was administered. Path analysis was conducted, which displayed good model fit for all considered indices (χ2 = 10.937; df = 2.187; p < 0.001; CFI = 0.998 TLI = 0.993; GFI = 0.994; RMSEA = 0.047). The main result was the identification of positive relationships between all dimensions of the questionnaire. It can be concluded that management plays a key role in the establishment of common goals at the school. Another important finding was that collaborative conditions should be present to favour the involvement and professional growth of the teacher. In summary, the existence of all of these conditions leads to high levels of all indices of pedagogical coordination in the examined secondary schools.

THE EFFECT OF THE CONVENTION SPECIFIC DIMENSIONS ON UNIVERSITIES TEACHING STAFF BEHAVIORAL INTENTION

2021 ◽  
Vol 27 (1) ◽  
pp. 99-118
Author(s):  
Daniela Gračan ◽  
Marina Barkiđija Sotošek ◽  
Matia Torbarina
Keyword(s):  
Professional Education ◽  
Behavioral Intention ◽  
Behavioral Intentions ◽  
Structural Equation ◽  
Equation Model ◽  
Teaching Staff ◽  
Online Questionnaire ◽  
Final Sample ◽  
Research Findings ◽  
The Republic

Purpose – The aim of this paper is to assess the influence of participation frequency at the conventions on universities teaching staff’s behavioral intentions. Design –The convention tourism attendees’ behavioral intentions evaluation was conducted through the constructs of site-specific dimensions and convention-specific dimensions. Methodology – In order to test proposed hypotheses, following establishment of measurement invariance across groups, structural equation model was fitted to both groups of participants. Approach – The online questionnaire was conducted among the teaching staff of all universities in the Republic of Croatia. The final sample consisted of 978 correctly completed questionnaires. Findings – Two groups differ in the effect of accessibility. It does not predict behavioral intentions for those that visit one convention per year while it predicts behavioral intentions of the attendees that visit more than one convention per year. Both groups’ behavioral intentions are predicted by their rating of conventions’ social networking and professional education opportunities. Originality of the research – The research findings will help the convention organizers to better understand the needs of both groups’ participants and thereby to encourage their repeated participation and dissemination of positive recommendations.

scholarly journals Leymann Inventory of Psychological Terror Scale: Development and Validation for Portuguese Accounting Professionals

Economies ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 94
Author(s):  
Rui Silva ◽  
Margarida Simões ◽  
Ana Paula Monteiro ◽  
António Dias
Keyword(s):  
Structural Equation ◽  
Equation Model ◽  
Quantitative Methodology ◽  
Scale Development And Validation ◽  
Statistical Reliability ◽  
Accounting Professionals ◽  
Final Sample ◽  
Development And Validation ◽  
First Time ◽  
Descriptive Statistical Analysis

This research aims to adapt the Leymann Inventory of Psychological Terror and its use on Portuguese Accounting Professionals. Leymann scale was applied in a final sample of 478 accountants aged between 28 and 68, of which 47.5% were men and 52.5% women. We used a quantitative methodology by applying a questionnaire survey whose results were, in the following research phase, analyzed using the statistical packages SPSS 26 and AMOS 27. We used SPSS 26 for the Descriptive Statistical Analysis and AMOS 27 to estimate the structural equation model that validated the scale. After the scale had been adapted and changed, it was validated in psychometric terms to be applied to and used in studies involving this type of professionals. The Accountants Leymann Inventory of Psychological Terror that resulted from adapting the original model was tested using structural equation modelling. Thus, the new scale produced significant results similar to those of the original scale, which means that it is valid and can be applied to other contexts. The validity and statistical reliability of the new scale made it possible to measure mobbing problems among accounting professionals reliably and robustly. The present research is an important contribution to the literature. Although it has been applied in several contexts, it is the first time it is being developed, adapted, and validated for accounting professionals who work in this area of management.

scholarly journals FAKTOR PENENTU KESENJANGAN ANGGARAN

2021 ◽  
Vol 9 (1) ◽  
pp. 18-29
Author(s):  
Zaitul Zaitul ◽  
Lathiva Livita Livita ◽  
Mukhlizul Hamdi
Keyword(s):  
Local Government ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Equation Model ◽  
Budgetary Slack ◽  
Non Profit ◽  
Level Manager ◽  
Final Sample ◽  
Result Show ◽  
The Relationship

An important aspect in the budgetsetting process is the tendency for budgeting managers to create budgetary slack. However, there is a limited study investigating the budgetary slack in non-profit oriented organization, such as local government. Therefore, this study address the gap in the literature by investigating the effect of budget participation and trust on budgetary slack. Besides, this study also analys the moderating effect of regulation understanding on the relationship the determinants (budget participation and trust) and budgetary slack. Final sample of this study is seven-eight (78) respondents who represented the lower level manager in organization. Structural equation model (SEM-PLS) is applied. The result show that only one hypothesis is accepted and other are rejected. the significant hypothesis is the effect of trust on budgetary slack. This study has practical and theoritical implication and it discussed in detail.                Keywords : budgetary participations, trust, regulation understanding, budgetary slack

scholarly journals Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement

2021 ◽  
Vol 6 ◽  
Author(s):  
Beat Rechsteiner ◽  
Miriam Compagnoni ◽  
Andrea Wullschleger ◽  
Katharina Maag Merki
Keyword(s):  
School Improvement ◽  
Structural Equation ◽  
Implicit Theories ◽  
Measurement Instrument ◽  
Equation Modeling ◽  
Teaching Staff ◽  
Domain Specific ◽  
Positive Effects ◽  
Motivational Regulation ◽  
The Right

Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements (Yeager and Dweck, 2012; Burnette et al., 2013), especially when domain-specific implicit theories are assessed (Costa and Faria, 2018). Thinking of school improvement as a collective learning process for the teaching staff, it is reasonable to assume that this relationship also exists on the teacher level. Hence, this study aims to provide answers to the following overarching question: What role do teachers’ implicit theories of professional abilities play for school improvement? In a first step, a measurement instrument was developed to assess teachers’ implicit theories of professional abilities in the domain of school improvement. In a second step, we explored the link between these implicit theories and collective teacher learning in the area of further developing the school’s educational practices. In a sample of N = 1,483 Swiss primary school teachers at N = 59 schools, we analyzed how teachers’ malleable (vs. fixed) implicit theories of professional abilities are related to collective metacognitive and emotional-motivational regulation activities and to the perception that the school is on the right track to improvement. Results show that teachers’ implicit theories of professional abilities can be assessed reliably. Structural equation modeling analyses revealed that the more teachers view professional abilities as malleable and developable, the more positive their perceptions of the schools’ improvement were. This relation was mediated by collective emotional-motivational regulation activities. However, no significant effect of a malleable implicit theory on collective metacognitive regulation was found. It can be concluded that teachers have varying beliefs about the malleability of teachers’ professional abilities that are linked to their collective regulation. It therefore acknowledges the domain-specific effects of teachers’ implicit theories in the area of school improvement.

scholarly journals The impact of pedagogical leadership on pedagogical coordination in secondary schools

2018 ◽  
Vol 3 (3) ◽  
pp. 1-15
Author(s):  
Inmaculada Garci­a Marti­nez ◽  
Pedro Jose Arrifano Tadeu
Keyword(s):  
School Improvement ◽  
Secondary Schools ◽  
Secondary School Teachers ◽  
Management Team ◽  
Teaching Staff ◽  
Positive Trend ◽  
Educational Organization ◽  
Positive Effects ◽  
The Social ◽  
The Impact

Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.

scholarly journals PENGARUH KEPEMIMPINAN, MOTIVASI DAN KECERDASAN EMOSIONAL TERHADAP KINERJA GURU AKUNTANSI SEKOLAH MENENGAH KEJURUAN DI KABUPATEN SERANG

2019 ◽  
Vol 4 (2) ◽  
pp. 114-128
Author(s):  
Novelia Kiki Permatasari
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Work Motivation ◽  
Equation Model ◽  
Partial Least Square ◽  
Least Square ◽  
Vocational School ◽  
Variable Environment ◽  
Common Goals ◽  
Business Entities

This study examines the influence of leadership, motivation, and emotional intelligence on the performance of accounting teachers. This study uses a vocational school located in serang regency as a research object. The number of samples in this study were 92 respondents. Data were analyzed using SEM (Structural Equation Model) method through the SmartPLS (Partial Least Square) version 1.0 program. The results of this study states that leadership has a significant effect on motivation. This means that leadership is needed and needs to be developed in improving employee work motivation and organizational effectiveness in achieving common goals. Emotional Intelligence has a significant effect on motivation. The higher the emotional intelligence that a teacher possesses the higher the motivation of his work. Leadership has a significant effect on the performance of accounting teachers. If leadership is applied appropriately, then the performance of accounting teachers is increasing. Emotional Intelligence significantly affects the performance of accounting teachers. The higher the emotional intelligence that an accounting teacher possesses, the better the performance will be. Motivation has a significant effect on performance. The higher the work motivation, the higher the level of performance that will be generated. For the vocational school is expected this research can be used as a means for evaluation and improvement of performance for the teacher. For further research is expected to add the external factor variable (environment, organizational culture, etc.) and add the respondent. Researchers can then consolidate research from other business entities, such as other sectors as well as test other factors or variables that may affect the performance of accounting teachers.

Handling inter-organisational conflict based on bargaining power

2020 ◽  
Vol 31 (5) ◽  
pp. 781-800
Author(s):  
Wenxue Lu ◽  
Yuxin Wei ◽  
Rui Wang
Keyword(s):  
Bargaining Power ◽  
Structural Equation ◽  
Construction Projects ◽  
Power Distance ◽  
Equation Model ◽  
Content Type ◽  
Negatively Associated ◽  
Power Distance Orientation ◽  
Final Sample ◽  
The Relationship

Purpose This paper aims to reveal the effects of an organisation’s bargaining power on its negotiating behaviours (including integrating, obliging, compromising, dominating and avoiding) in the context of inter-organisational conflict in construction projects and investigate how organisational power distance orientation moderates the relationship between the organisation’s bargaining power and its negotiating behaviours. Design/methodology/approach The authors conducted a questionnaire survey among practitioners in the Chinese construction industry with the final sample consisting of 219 responses. A structural equation model was used to analyse the data and test the hypotheses. Findings The results reveal that an organisation’s bargaining power is positively associated with dominating and integrating behaviours but negatively associated with obliging and avoiding behaviours. Additionally, bargaining power is found to be negatively associated with compromising behaviour when the organisation has a high power distance orientation. Finally, a higher degree of power distance orientation strengthens the positive effect bargaining power has on dominating behaviour. Practical implications The findings can help practitioners to predict the negotiating behaviours of a counterpart according to its bargaining power and the power distance in its organisational culture. This can then enable practitioners to adjust their strategies accordingly and steer the negotiations towards a win–win outcome. Originality/value This study applies the approach-inhibition theory of power to inter-organisational negotiations and empirically tests the relationship between an organisation’s bargaining power and its negotiating behaviours in the context of construction projects. Additionally, this study reveals that organisational power distance orientation moderates this relationship.

scholarly journals Performance Appraisal Strategies on Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya

2019 ◽  
Vol 3 (II) ◽  
pp. 218-230
Author(s):  
Bernadette Wangui Mwangi ◽  
Reuben Njuguna
Keyword(s):  
Secondary Schools ◽  
Performance Appraisal ◽  
Professional Growth ◽  
Teacher Performance ◽  
Monitoring And Evaluation ◽  
Target Population ◽  
Teaching Staff ◽  
Quality Of Work ◽  
Creative Commons

This study was triggered by the Teachers Sercice Commission (TSC) coming up with teachers performance appraisal strategies to appraise teachers and administrators in its employment, but the program has not fully realized the objective of evaluating teachers performance and initiate professional development.  There has been a stiff resistance from teachers on the use of appraisal tool terming it as forced appraisal. The study, therefore, sought to establish whether there is a relationship between appraisal and reward/compensation, examine how setting of standards and targets influences teachers perfomance, determine how measuring and monitoring teachers work on regular basis affect their performance and find out the effect of quality of work on performance of teachers in public secondary schools in Kiambu County. The target population was 3,479 teachers in 277 public secondary schools in Kiambu County. The study was conducted in 22 secondary schools in 11 sub counties comprising TSC teachers and administrators with a population of 686.  58 teachers and 22 head teachers, totaling to 80 representing 12% were selected from the accessible population of 686 teachers using systematic random sampling. The study established that standards/targets, measuring and monitoring performance managing quality of work and reward/pay affects teacher performance positively and significantly. The study concludes that setting standards and target allows schools and the teaching staff to better measure their progress helping to keep them motivated and accountable. Measuring and monitoring teacher performance ensures that information is gathered so that judgments can be made and questions answered accordingly. Performance appraisal strategies are critical to satisfying the performance of teacher and retaining their future loyalty and teachers are satisfied with the extrinsic rewards provided from the organization like: pay, bonuses, allowances. The study recommends that for the management of schools to achieve goal alignment in the teaching staff, they must first clearly communicate their school’s strategic objectives across the entire school. The school should have a way of monitoring their teacher which must be developed in a systematic monitoring and evaluation of the class and the work of teachers. On managing the quality of work, the study recommends that schools match tasks to Skills, communicate effectively, keep goals clear & focused, give incentives, train and develop their teachers and the study recommends that the school management should take interest in the professional growth to increase the performance level of the teachers. This is an open-access article published and distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License of United States unless otherwise stated. Access, citation and distribution of this article is allowed with full recognition of the authors and the source.

Idiographic Dynamics of Positive Affect in GAD

2020 ◽  
Vol 36 (3) ◽  
pp. 500-509
Author(s):  
Hannah G. Bosley ◽  
Devon B. Sandel ◽  
Aaron J. Fisher
Keyword(s):  
Positive Affect ◽  
Structural Equation ◽  
Alternative Hypothesis ◽  
Equation Model ◽  
Aggregated Data ◽  
Regulatory Strategy ◽  
Constant State ◽  
Automatic Search ◽  
Time Lagged ◽  
Exploratory Procedure

Abstract. Generalized anxiety disorder (GAD) is associated with worry and emotion regulation difficulties. The contrast-avoidance model suggests that individuals with GAD use worry to regulate emotion: by worrying, they maintain a constant state of negative affect (NA), avoiding a feared sudden shift into NA. We tested an extension of this model to positive affect (PA). During a week-long ecological momentary assessment (EMA) period, 96 undergraduates with a GAD analog provided four daily measurements of worry, dampening (i.e., PA suppression), and PA. We hypothesized a time-lagged mediation relationship in which higher worry predicts later dampening, and dampening predicts subsequently lower PA. A lag-2 structural equation model was fit to the group-aggregated data and to each individual time-series to test this hypothesis. Although worry and PA were negatively correlated in 87 participants, our model was not supported at the nomothetic level. However, idiographically, our model was well-fit for about a third (38.5%) of participants. We then used automatic search as an idiographic exploratory procedure to detect other time-lagged relationships between these constructs. While 46 individuals exhibited some cross-lagged relationships, no clear pattern emerged across participants. An alternative hypothesis about the speed of the relationship between variables is discussed using contemporaneous correlations of worry, dampening, and PA. Findings suggest heterogeneity in the function of worry as a regulatory strategy, and the importance of temporal scale for detection of time-lagged effects.

Differential Item Functioning in Brief Instruments of Disordered Eating

2019 ◽  
Vol 35 (6) ◽  
pp. 823-833 ◽  
Author(s):  
Desiree Thielemann ◽  
Felicitas Richter ◽  
Bernd Strauss ◽  
Elmar Braehler ◽  
Uwe Altmann ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Disordered Eating ◽  
Structural Equation ◽  
Young Female ◽  
Eating Attitudes ◽  
Equation Model ◽  
German Population ◽  
Test Fairness ◽  
Item Functioning ◽  
Multiple Indicator

Abstract. Most instruments for the assessment of disordered eating were developed and validated in young female samples. However, they are often used in heterogeneous general population samples. Therefore, brief instruments of disordered eating should assess the severity of disordered eating equally well between individuals with different gender, age, body mass index (BMI), and socioeconomic status (SES). Differential item functioning (DIF) of two brief instruments of disordered eating (SCOFF, Eating Attitudes Test [EAT-8]) was modeled in a representative sample of the German population ( N = 2,527) using a multigroup item response theory (IRT) and a multiple-indicator multiple-cause (MIMIC) structural equation model (SEM) approach. No DIF by age was found in both questionnaires. Three items of the EAT-8 showed DIF across gender, indicating that females are more likely to agree than males, given the same severity of disordered eating. One item of the EAT-8 revealed slight DIF by BMI. DIF with respect to the SCOFF seemed to be negligible. Both questionnaires are equally fair across people with different age and SES. The DIF by gender that we found with respect to the EAT-8 as screening instrument may be also reflected in the use of different cutoff values for men and women. In general, both brief instruments assessing disordered eating revealed their strengths and limitations concerning test fairness for different groups.

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