Study of Instructional Management and Institutional Effectiveness in Relation to Age and Experience of School Principals

The present investigation intends to assess instructional management and institutional effectiveness concerning the age and experience of school principals. The sample comprised twenty schools of Jalandhar and Kapurthala. The researchers used Hallinger’s Instructional Management Rating Scale and a self-prepared Institutional Effectiveness Rating Scale for the investigation. The result of the study reveals that in schools with younger principals, teachers exhibit better behaviour on coordinating the curriculum, protecting instruction time and developing academic standards of instructional management than teachers in schools with older principals. In schools with more experienced principals, teachers exhibit better behaviour concerning instructional management on co-ordinating the curriculum, protecting instruction time, providing incentives for teachers, protecting professional development, developing academic standards, and providing instructions for learning than the teachers in schools with less experience. In schools with older and more experienced principals, teachers exhibit better behaviour on supervising and evaluating instruction dimension of instructional leadership than the teachers in schools with older and less experience, younger and more experienced and younger and less experienced principals. There is no significant difference in the institutional effectiveness of schools with young and old aged principals. There is no significant difference in institutional effectiveness of schools with more and less experienced principals.

Standardised Causal Statistical Equations of Curriculum Management on the Viability of Graduate Programmes in Universities: The Mediation of Institutional Effectiveness

This study derived ten standardized causal statistical equations to model the association between various proxies of curriculum management and the viability of graduate programmes in universities, with indices of institutional effectiveness mediating the association. The study was guided by three specific research objectives. Quantitative data were gathered from a population of 149 respondents who are institutional leaders at different cadres in two public universities in the state of Cross River, Nigeria. A validated questionnaire was the main instrument used for data collection, with reliability properties meeting the internal consistency criteria. All the proxies of curriculum management jointly explained some portion of variances in the proxies of the mediating and dependent variables respectively. Not all indices of curriculum management caused a significant change in institutional effectiveness and the viability of graduate programmes. All the proxies of institutional effectiveness played a significant role in causing a direct and mediated effect on the indices of the viability of graduate programmes such as availability of funds, persistent procurement of facilities and so on. Based on these findings, key practical and policy implications are discussed for effective curriculum development and educational reforms.

Organizational Citizenship Behavior and Emotional Intelligence of EFL Teachers in Saudi Arabia: Implications to Teaching Performance and Institutional Effectiveness

Many studies have extensively investigated the antecedents, consequences, and relationships of Organizational Citizenship Behavior (OCB) and Emotional Intelligence (EI) in corporate and industrial settings, but not in educational contexts particularly in the field of English language teaching. To expand the existing literature in OCB and EI, this study investigated the levels and relationship of OCB and EI of college English teachers in an English language institute in the western region of Saudi Arabia. It tried to answer the following research questions: 1) What is the level of OCB and EI of the respondents? 2) Is there a significant relationship between the respondents’ OCB and EI? Using descriptive correlational research design with adapted organizational citizenship behavior and emotional intelligence scales as data gathering instruments, this study found that the respondents had very high level of OCB. Specifically, the findings revealed that the OCBs under altruism, civic virtue, and compliance dimensions were rated as very high while those under sportsmanship and courtesy were assessed as high. Findings also indicated that the EFL teachers had high level of EI. Lastly, the study proved that there was a significant, positive relationship between the respondents’ organizational citizenship behaviors and emotional intelligence. Based on the findings, the study concludes that the respondents have the potential to excel in their job and are able to contribute to overall institutional effectiveness. This asset should be enriched and sustained by implementing more relevant OCB/EI-friendly policies and practices that support conducive school climate, transformational leadership, and emotional well-being.

Organizational Citizenship Behavior and Emotional Intelligence of EFL Teachers in Saudi Arabia: Implications to Teaching Performance and Institutional Effectiveness

Many studies have extensively investigated the antecedents, consequences, and relationships of Organizational Citizenship Behavior (OCB) and Emotional Intelligence (EI) in corporate and industrial settings, but not in educational contexts particularly in the field of English language teaching. To expand the existing literature in OCB and EI, this study investigated the levels and relationship of OCB and EI of college English teachers in an English language institute in the western region of Saudi Arabia. It tried to answer the following research questions: 1) What is the level of OCB and EI of the respondents? 2) Is there a significant relationship between the respondents’ OCB and EI? Using descriptive correlational research design with adapted organizational citizenship behavior and emotional intelligence scales as data gathering instruments, this study found that the respondents had very high level of OCB. Specifically, the findings revealed that the OCBs under altruism, civic virtue, and compliance dimensions were rated as very high while those under sportsmanship and courtesy were assessed as high. Findings also indicated that the EFL teachers had high level of EI. Lastly, the study proved that there was a significant, positive relationship between the respondents’ organizational citizenship behaviors and emotional intelligence. Based on the findings, the study concludes that the respondents have the potential to excel in their job and are able to contribute to overall institutional effectiveness. This asset should be enriched and sustained by implementing more relevant OCB/EI-friendly policies and practices that support conducive school climate, transformational leadership, and emotional well-being.

Indicators to Evaluate the Institutional Effectiveness of National Climate Financing Mechanisms

Over the past few decades, tackling climate change has persistently featured in international discussions, with the main issues centring on mobilising adequate global response and effectively coordinating and channelling this response at the sub-national levels. In order to effectively mobilize and harmonize resources to address climate change at country level, the idea of establishing national climate finance institutions (NCFIs) with the duty to mobilise, manage and allocate funds to implement climate change actions has gained prominence among developing countries. This study develops an indicator-based framework to evaluate the institutional effectiveness of the Indonesian Climate Change Trust Fund (ICCTF) as a case study. Building on previous frameworks and principles of climate finance, a total of 21 indicators were identified, these indicators were categorized into five effectiveness components, which are: were identified, and these indicators were categorized into five effectiveness components, which include: legal and regulatory framework, fund mobilization and sustainability, fund management and allocation, monitoring and evaluation, and transparency and accountability. We find that the major and fundamental weakness of the ICCTF is its inability to adequately mobilize funds, while its strength is in management and allocation of available resources. Inclusion of the legal and regulatory framework component, which has been largely absent in previous studies, further enabled us to identify critical legal gaps in the operationalization of the ICCTF. While the current legal foundation of the ICCTF ensures transparency and accountability, it significantly constrains the ICCTFs flexibility and innovative potentials.