Technology Leadership In Malaysian Schools- The Way Forward To Education 4.0

Education 4.0 is the answer to the global needs for the advanced integration of humans and technology. Leading school’s technology utilization can be the way forward to support education 4.0 realization. This study aims to investigate the effects and roles of principals’ technology leadership towards teachers’ ICT utilization and students’ academic performance in secondary schools in Selangor, Malaysia. This empirical study uses a set of questionnaires to gather information from respondents who are in the teaching profession. A total of 310 questionnaires were completed and analyzed. The findings have shown significant positive impacts between the effects of the technology leadership roles of principals on teachers’ effective ICT utilization and students’ academic performance. The integration of ICT and technological tools in schools has a great challenge towards the new era of the Education 4.0 system. This suggests that principals who embrace technology will effectively lead their schools to acquire educational resources to enhance student engagement and learning.

Challenging gender norms: women’s leadership, political authority, and autonomy

Purpose In patriarchal settings, cultural barriers continue to influence women’s participation in positions of leadership and political authority. This paper aims to explore these findings in light of the theoretical concepts of “hegemonic masculinity” and “patriarchy,” which explain gender disparities in the occupancy of political power and leadership positions in Qatar. Design/methodology/approach Data from original face-to-face national surveys conducted among subjects in Qatar were used, including 1,611 completed household interviews. Findings The findings were consistent with the prevailing patriarchal beliefs present in Qatari society and Arab Gulf States. The analysis showed that there was greater significant support for men holding key leadership and authority positions than women. Individual-level factors were found to have a significant association with attitudes favoring women. Compared to respondents who had never attended school, those who had completed secondary school and those who had partaken in higher education favored having women in leadership roles. Practical implications As a means to fix the gender imbalance within the occupancy of positions of political power in Qatar, this study recommends putting substantial efforts into increasing the number of interventions underpinning gender equality through social awareness programs that may improve the public’s perceptions. Furthermore, gender-equitable affirmative actions are needed to promote the inclusion of women in power and increase their presence in leadership roles. Originality/value This study is among the very few that have theoretically and empirically addressed the issue of women’s authority and involvement in key leadership roles in the context of Qatar.

An Evaluation of Epidemic Intelligence Service Alumni in Public Health Leadership Roles

Background The U.S. Centers for Disease Control and Prevention (CDC) has administered the Epidemic Intelligence Service (EIS) fellowship for over 50 years, with the goal of developing scientists and leaders in applied epidemiology. Our objective was to understand the extent to which CDC EIS alumni are present in select public health leadership roles. Methods We conducted an evaluation describing EIS alumni representation in five preselected leadership positions (CDC director [1953–2016]; CDC center director, state epidemiologist, Field Epidemiology Training Program [FETP] resident advisor, and Career Epidemiology Field Officer [CEFO] [2000–2016]). We developed a dataset using multiple sources to identify staff in selected positions. We then matched these data with an internal EIS alumni dataset. Results Selected positions were staffed by 353 persons, of which 185 (52%) were EIS alumni; 10 persons served in >1 leadership position, of which 6 were EIS alumni. Among 12 CDC directors, four (33%) were EIS alumni; collectively these alumni led CDC for approximately 25 years. EIS alumni accounted for 29 (58%) of 50 CDC center directors, 61 (35%) of 175 state epidemiologists, 27 (56%) of 48 Field Epidemiology Training Program resident advisors, and 70 (90%) of 78 Career Epidemiology Field Officers. Of 185 EIS alumni in leadership positions, 136 (74%) were physicians, 22 (12%) were scientists, 21 (11%) were veterinarians, 6 (3%) were nurses; 94 (51%) were assigned to a state or local health department. Among 61 EIS alumni who served as state epidemiologists, 40 (66%) were assigned to a state or local health department during EIS. Conclusions EIS alumni accounted for between approximately one-third (CDC directors and state epidemiologists) and 90% (CEFOs) of people serving in essential leadership positions at multiple levels.

Systemic Racism in Canadian Occupational Therapy: A Qualitative Study with Therapists

Background. Research on racism within occupational therapy is scant, though there are hints that racialized therapists struggle. Purpose. This paper examines experiences of racism in occupational therapy, including coping strategies and resistance. Method. Ten therapists from racialized groups (not including Indigenous peoples) were recruited for cross-Canada, in-person or telephone interviews. Transcripts were coded and inductively analysed, with data thematically organized by types of racism and responses. Findings. Interpersonal racism involving clients, students, colleagues and managers is supported by institutional racism when incidents of racism are met with inaction, and racialized therapists are rarely in leadership roles. Structural racism means the experiences of racialized people are negated within the profession. Cognitive sense-making becomes a key coping strategy, especially when resistance is costly. Implications. Peer supports and community building among racialized therapists may be beneficial, but dismantling structures of racism demands interrogating how whiteness is built into business-as-usual in occupational therapy.

Five Critical Domains of Effective Leadership in Higher Education Administration

Higher education today consists of a complex myriad of varying levels with individuals tasked to perform multiple roles and responsibilities. Faculty and staff find themselves tasked with multiple responsibilities and fewer resources. Many who embark on the journey of becoming academic administrators and leaders in higher education often do so based on their technical expertise and successes as a faculty member within the institution. Few organizations prepare faculty to step into leadership roles with the appropriate training. One area which often lacks training is in the area of individual leadership capabilities and connecting with others within the organization to accomplish a common goal. This chapter will provide insight into five critical domains necessary for individuals to focus on developing before entering into a leadership role within a higher education institution. Within each domain are central and core competencies which help to determine effectiveness in higher education leadership.

Voice Dispossession and Attributional Accommodation for Career Persistence

This chapter presents the results of a systematic review to analyze the current research since 2019 for voice dispossession as attributional accommodation among women in higher education leadership. The authors sought to quantify and categorize these attributes to better identify the verbal and nonverbal accommodations made by women in higher education leadership to extend prior critical review of gender parity and equity for these leaders. Study findings may inform higher educational leadership to better understand voice dispossession among female leaders and the resulting attributional accommodations made to improve gender equity and parity for leadership roles in higher education.

Decision-Making Styles of the Next Generation of Chinese Business Leaders

This study seeks to explore the relationships between decision-making styles, academic performance, and gender of educated Chinese millennials. As the millennial generation of college graduates in China comes of age, they will move into leadership roles in public and commercial organizations. They will have influence over considerable financial assets as well as economic and public policy which translates into global impact. There is a gap in the existing literature on the topic. This study utilized online self-report questionnaires to gather data, and the general decision-making style test to assess respondents' decision-making models culminating in correlation analysis and t-test. Based on the findings of related research, the authors hypothesized that there would be a difference in the decision-making styles based on gender and that there would be a significant difference in academic performance based on the decision-making styles. The findings may be of interest to a variety of those interested in decision-making styles, Chinese millennials, and future leaders of China.

Student Leadership, Systems Change: Opportunities and Tensions for Youth Impact on District-Wide Computer Science Initiatives

Computer Science education (CSed) often aims to position youth as designers, creators, and those with a voice in their world. But do youth have opportunities to design, create, and have voice around the shape of their CSed learning experiences? In this study, we explore ways that school districts engage youth to contribute to the shaping and enactment of their CS instructional systems, efforts districts make to have these leadership roles create impact within these systems, and the tensions associated with these processes. Through in depth analysis of five district case studies, our findings highlight variance around the nature of leadership roles , how access to leadership roles is structured, student autonomy within and ownership over leadership roles, how roles reach into and index differential power over instructional systems , and how district processes of scaffolding and infrastructuring mediate the ultimate impact that students in these roles are able to have on CS instructional systems. Findings also surfaced ways that district actors dealt with a number of tensions associated with student leadership within CS instructional systems. This study provides educators, administrators, and researchers with an expansive view of the potential for students to play legitimate roles within the context of system-wide instructional efforts around CS, and aims to expand conceptions of ‘equitable computer science’—up to this point largely conceived of through the lenses of access to, participation in, and experiences of CS learning—to focus on equity as also being about who has ‘a seat at the table’ when it comes to CS.

Leader or Leaderess? Consequences of Using Feminatives for the Perception of Leadership

According to the Implicit Leadership Theory, leadership roles are assigned in the process of social construction and depend upon the level of congruence with the cognitive representation of a leader. Previous studies show that this cognitive representation is much more likely to involve a leader being a male rather than a female. The article presents the results of an experiment aimed at tentatively verifying whether the use of the feminine forms could increase the cognitive availability of the representation of a woman as a leader. In the experiment, 135 teams (N = 307 respondents) were randomly assigned to one of two experimental conditions: 1) generic instruction (without the use of feminatives, “Please, draw a leader”), 2) inclusive instruction (using feminatives, “Please, draw a leader/leaderess”). The results showed a significant interaction between the experimental manipulation and the proportion of women in the team. The use of feminine forms increased the percentage of females drawn as leaders only in teams with a high female-to-male ratio.

The Woman Role in Change Leadership : دور المرأة في قيادة التغيير

There is no doubt that great leaders are created step by step through a set of continuous processes that support and refine their capabilities, and accordingly we find that most studies have confirmed that the characteristics of women leaders are not sufficient alone in activating their roles as much as the surrounding environment should help in that. She plays a prominent role in strengthening the conditions for empowering women and providing the necessary conditions for her creativity, whether through her leadership roles or her regular roles, the study aims to identify the role that women play at the level of leading change in various areas of life, whether economic, political, social, and other other fields, by identifying the most prominent leadership characteristics and the skills that they should have, and an attempt to evaluate these different characteristics and capabilities and stand On the extent to which these characteristics contribute to leading the change process in general at any level of the state or different institutions, and the study also aimed to identify the most important methods and strategies that women use in leading change, and the effect of these strategies on their ability to lead change, and the study did not stop. Up to that point, it also sought to highlight the most important challenges facing women in societies, as well as to address the comparison of leadership style between men and women, by relying on the descriptive approach and the analytical method for the contribution of both approaches in the researcher's point of view in achieving the basic purpose of this study, and the most prominent results were The study is that women have a prominent role in society in general, from their role in the family to their role in the highest leadership positions that take on Here, the study also proved that women have sufficient characteristics and qualities to qualify them to play a fundamental role in leading the process of change, and that they have the ability to carry out a set of different activities that lead towards change, whether those activities are related to the follow- up or development process and other activities that lead towards change on the one hand. The level of organizations and others, in addition to emphasizing that women are more cautious than men at the level of decision- making, but at the same time they are superior in terms of courage and ability to plan for the future, and in general, if women play a pivotal role in leadership, and therefore they can be described as fighting.