scholarly journals ETHICAL LEADERSHIP AND TEACHER PROFESSIONAL VALUES: MATTERS ARISING FROM THE NORTHERN REGION OF GHANA

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Robert Ampomah
Keyword(s):  
Ethical Leadership ◽  
Teacher Identity ◽  
Northern Region ◽  
Professional Values ◽  
Senior Executives ◽  
Leadership Practice ◽  
Leadership Attributes ◽  
Tone At The Top ◽  
Teacher Professional ◽  
School Heads

<p>School heads as senior executives are thought to provide the institution ethical tone at the top to impact on subordinates. As a result, the study investigated how heads ethical leadership and teacher professional values influence students’ academic achievement, using a survey of 370 respondents in senior high schools in the Northern Region of Ghana. Questionnaires were used to collect data and analysed using descriptive and inferential statistics. It emerged from the study that ethical leadership practice of school heads and unadulterated professional values are fundamental to teachers, students and the entire school organization. Results from the study showed that mentorship, honesty and trust were core ethical leadership attributes of heads. The current study and other empirical research points to the fact that teacher professional values including reliability, professionalism and trust are keen in teacher’s career success. The study recommends that practicing and prospective heads are made to go for professional development sessions on ethical leadership behaviours. Again, induction and effective orientation on professional standards and values should form part of teacher recruitment and lifelong learning since they are vital for positive teacher identity and excellent learning outcomes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0716/a.php" alt="Hit counter" /></p>

scholarly journals Can Ethical Political Leadership Restore Public Trust in Political Leaders?

2021 ◽  
Author(s):  
N. A. Mozumder
Keyword(s):  
Ethical Leadership ◽  
Leadership Practices ◽  
Political Leadership ◽  
Public Trust ◽  
Political Leader ◽  
Political Leaders ◽  
Moral Person ◽  
Tone At The Top ◽  
The Uk ◽  
Depth Interviews

AbstractThis article presents findings from a qualitative study (via in-depth interviews with 121 local political leaders from 65 local authorities in the UK) that aims to understand how ethical leadership practices can restore public trust in political leaders. The study finds that being a moral person, an ethical political leader sets good examples of behaviour, sets the tone at the top and challenges those who do not behave ethically, as well as encourages, supports and rewards those who perform and conduct themselves well. As a result, the level of public trust in political leaders is likely to increase gradually.

scholarly journals Kepemimpinan Etis: Rahasia Menurunkan Stres Kerja dan Turnover Intention

2021 ◽  
Vol 9 (1) ◽  
pp. 76
Author(s):  
Bonar Bangun Jeppri Napitupulu ◽  
Gusti Nyoman Budiadnyana ◽  
Muhammad Johan ◽  
Admiral Admiral ◽  
Dewiana Novitasari
Keyword(s):  
Job Stress ◽  
Ethical Leadership ◽  
Turnover Intention ◽  
Employee Turnover ◽  
Industrial Revolution ◽  
Garment Industry ◽  
Mediating Effect ◽  
Leadership Practice ◽  
Employee Turnover Intention ◽  
New Research

This study aims to examine the effect of ethical leadership on turnover intention and to investigate the mediating effect of job stress on the employee of a garment industry in Indonesia. Data was collected from 184 returned questionnaires of samples taken by random sampling. The data were analysed using an SEM method with SmartPLS 3.0 software. The results of this study show that ethical leadership has a negative significant effect of job stress and employee turnover intention, job stress has a positive significant effect on turnover intention. This new research proposed a model for managing job stress and turnover intention among the employee of the garment industry in Indonesia through developing ethical leadership practice. This research could pave the way to improve employee readiness in facing the era of industrial revolution 4.0.

Change and Leadership: An Indian Perspective

2021 ◽  
Vol 14 (4) ◽  
pp. 438-449
Author(s):  
Prabhu Dayal Pantula1
Keyword(s):  
Deep Understanding ◽  
It Industry ◽  
Leadership Practice ◽  
Leadership And Management ◽  
Quantitative Survey ◽  
Leadership Attributes ◽  
Managing Change ◽  
Perceived Importance ◽  
Indian Perspective

In this article, Prabhu examines the ‘Indian way of leading and managing change’, particularly contextualising it to the Indian IT Industry. In doing so, he brings together the cultural, sociological and philosophical streams of thought embedded in Indian reality. He asserts that: 1. One, need to examine the contextual importance of understanding ‘Indianness’ and the Indian way of dealing with change. 2. Next, to leverage a style of leadership which draws on a deep understanding of the culture and context that drives Indianness. Prabhu draws on data from a quantitative survey he carried out to examine the perceived importance versus practice of various leadership attributes during times of change in organisations as also research from elsewhere. Prabhu looks at perceived gaps in leadership practice, and ways to address these by leveraging what can be defined as Indianness in leadership and management and offers a construct that seeks to integrate. Now more than ever before, it is all the more imminent that we bring focus to how Indian leaders manage and support in times of change.

Performativity in Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Dianne Mulcahy
Keyword(s):  
Teacher Identity ◽  
Liberal Education ◽  
Sociology Of Science ◽  
Actor Network Theory ◽  
Teaching Standards ◽  
School Teaching ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Professional Teaching ◽  
Case Data

In the context of neo-liberal education policy reform, professional teaching standards have become one of the main means of managing improvements to school teaching and assuring its quality. Using the methodology of material semiotics in association with video case data of classroom teaching (in this case, school geography teachers) and their students, the author treats a set of standards in action, towards conducting an ontological inquiry. Bringing the performative perspective of actor-network theory to bear not only is sociality taken into account but also materiality. This paper argues that standards are best understood as shifting assemblies of practice whose nature defines and enacts teacher identity and teacher professional knowledge differently in different locations. The conclusion is drawn that while teaching standards ‘clot’ and can serve to standardise practices of teaching, they are not stable entities. The variable ontology that they manifest challenges the managerialist impulses that tend to drive standards work in education. Altogether, the paper seeks to augment existing accounts of standards within the field of the sociology of science (Bowker & Star, 1999; Star, 2010; Timmermans & Berg, 2003; Timmermans & Epstein, 2010) and contribute to its subfield, the sociology of standards.

“School banding”

2017 ◽  
Vol 55 (6) ◽  
pp. 686-701 ◽  
Author(s):  
Daphnee Hui Lin Lee ◽  
Chi Shing Chiu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Principal Leadership ◽  
School Context ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
School Based ◽  
Teacher Professional ◽  
School Based Management

Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

scholarly journals Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions

2020 ◽  
pp. 147821032097601
Author(s):  
Sonja Arndt ◽  
Kylie Smith ◽  
Mathias Urban ◽  
Tomas Ellegard ◽  
Beth Blue Swadener ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Identity ◽  
Well Being ◽  
The United States ◽  
Professional Identities ◽  
Early Childhood Professional ◽  
Education And Care ◽  
Childhood Professional ◽  
Professional Self ◽  
Teacher Professional

Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional ‘self’. It questions the fundamental ethics of care and encounter, and of worthy wage and other campaigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic.

Teacher Identity (Re)Construction within Professional Learning Communities

2021 ◽  
pp. 104-115
Author(s):  
Pinar Kocabas Gedik ◽  
Deniz Ortactepe
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Learning Communities ◽  
Identity Construction ◽  
Professional Learning ◽  
Teacher Identity ◽  
Teacher Narratives ◽  
Spoken Discourse ◽  
Teacher Professional Identity ◽  
Teacher Professional

The research on teacher professional identity mostly focused on the process of teacher professional identity formation, the characteristics of teacher professional identity according to the teachers themselves as well as the researchers, and the representation of professional identity through teacher narratives in written and spoken discourse (Beijaard et al., 2004). However, there is much to explore in teachers' tensions and emotions regarding the issues between teacher cognition, and personal and professional sides of teacher identity (Day & Leitch, 2001). In this chapter, we have reviewed the literature on teacher professional identity in relation to communities of practice, imagined identity, and imagined communities. Various definitions of emotions and tensions as well as their roles in teacher professional identity construction have been presented and relevant studies on teacher identity construction, emotions and tensions have been discussed.

The Social and Emotional Issues of Teacher's Professional Identity Development

2021 ◽  
pp. 101-118
Author(s):  
Michelle A. Arroyo
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Teacher Identity ◽  
Well Being ◽  
Professional Identity Development ◽  
Social And Emotional ◽  
The Social ◽  
Emotional Wellness ◽  
Teacher Professional Identity ◽  
Teacher Professional

Teacher professional identity is an important factor in understanding professional lives and career decision making. Teacher professional identity may affect motivation, effectiveness, and most importantly, social and emotional well-being. Teacher identity lacks clarity with regards to a definition. This could contribute to the reason that it has not been studied as a key element for teacher social and emotional wellness during professional identity development. The process of how teachers view themselves as teachers and how their developing professional identity is shaped by their personal identity development and social identity connections has implications on their careers.

Transformational Leadership and Asian Indian Values: Duty, Selfless Service, and Nonviolence

2017 ◽  
Vol 45 (6) ◽  
pp. 810-829 ◽  
Author(s):  
Femina P. Varghese ◽  
Jon N. Nolan ◽  
Elson M. Bihm ◽  
Kiran Kumar K. Salagame ◽  
Richa Khanna ◽  
...  
Keyword(s):  
Transformational Leadership ◽  
Cultural Values ◽  
Asian Indian ◽  
Ethical Leadership ◽  
Unethical Behavior ◽  
Counseling Psychology ◽  
Leadership Practice ◽  
Training And Research ◽  
Indian Values ◽  
Good Leader

As reports increase of scandals and unethical behavior in Western corporations and organizations, public faith in leadership has declined, indicating the need for a reevaluation of what makes a good leader. We propose a transformational style of ethical leadership, supplemented by traditional Indian values, for leadership that focuses on duty, selfless service, and nonviolence. We address Indian cultural values of dharma, karma–yoga, and ahimsa in reference to transformational leadership, highlighting the contributions of influential Indian leaders like Mohandas K. Gandhi. We describe the consonance of these values and counseling psychology ideals, as well as their applications for leadership practice, training, and research.

scholarly journals Braided Stories and Bricolaged Symbols: Critical reflection and transformative learning theory for teachers

2011 ◽  
Vol 46 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Susan M. Brigham
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Adult Learning Theory ◽  
Transformative Learning Theory ◽  
Multiple Perspectives ◽  
Teacher Professional ◽  
Maritime Canada ◽  
Two Phases

In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of origin. I illustrate a process through which participants can weave multiple perspectives, unpack constructed realities, and become more reflective about their teacher identity and teaching practice.

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