Journal of Professional Capital and Community最新文献

{"title":"Editorial: Commentary: connected autonomy","authors":"M. Fullan, Brendan Spillane, Bailey Fullan","doi":"10.1108/jpcc-10-2022-105","DOIUrl":"https://doi.org/10.1108/jpcc-10-2022-105","url":null,"abstract":"","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44862039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' perceived sense of well-being through the lens of mattering: reclaiming the sense of community","authors":"I. Barrenechea","doi":"10.1108/jpcc-12-2021-0074","DOIUrl":"https://doi.org/10.1108/jpcc-12-2021-0074","url":null,"abstract":"PurposeThe concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.Design/methodology/approachTwenty-one South American Elementary Level teachers were interviewed for this qualitative study.FindingsThe paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.Originality/valueThis paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective","authors":"Cecilia Azorín, Antonio Portela, J. Nieto, María Begoña Alfageme","doi":"10.1108/jpcc-08-2022-0047","DOIUrl":"https://doi.org/10.1108/jpcc-08-2022-0047","url":null,"abstract":"PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48147147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile","authors":"Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa, J. P. Valenzuela","doi":"10.1108/jpcc-04-2022-0025","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0025","url":null,"abstract":"PurposeThis research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.Design/methodology/approachThis is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.FindingsParticipants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.Originality/valueThis work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bi-directional work-family conflict of home-based teachers in Taiwan during COVID-19: application of job demands-resources model","authors":"Chuan-Chung Hsieh, Jyun-Kai Liang, Huichao Li","doi":"10.1108/jpcc-04-2022-0022","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0022","url":null,"abstract":"PurposeDrawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator.Design/methodology/approachData for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.FindingsResults show that only family interfering with work conflict mediates the positive relationship of online teaching job demand with emotional exhaustion and negative relationship of online teaching job resource with emotional exhaustion. Results also evidence that mindfulness practiced by teachers can help them perceive their own feelings and thoughts non-judgmentally in face of job demands.Originality/valueWith the growing work-from-home trend, the current study revisits the impact of work demands and resources on work-family conflict, and examines whether Taiwanese teachers' perception towards online teaching would lead to different observations. The path that JD→WIF conflict→EE is well established in the literature, while COVID-19 brings to light another path JD→FIW conflict→EE, revealing insight into teachers' cognition and plight during the pandemic.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48134846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups","authors":"Ornat Turin, Shosh Davidson","doi":"10.1108/jpcc-04-2022-0023","DOIUrl":"https://doi.org/10.1108/jpcc-04-2022-0023","url":null,"abstract":"PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47792203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level","authors":"Najmonnisa Khan, Rabia Aslam, M. M. Asad, L. Oad, N. Almusharraf","doi":"10.1108/jpcc-10-2021-0063","DOIUrl":"https://doi.org/10.1108/jpcc-10-2021-0063","url":null,"abstract":"PurposeThe present study aims to examine the effects of work from home (WFH) on employees' performance and wellbeing during the second wave of pandemic and to find out the effects of institutional head's support as mediating variables and employees' self-efficacy as moderating variables on employees' performance and wellbeing during WFH.Design/methodology/approachA quantitative approach with causal comparative research design was adopted to collect the data from the respondents. The participants of the study were 586 teachers from public and private universities of Karachi, Pakistan, who were teaching from home during the second wave of pandemic, selected randomly from the population. An adopted questionnaire was used to collect data which consists of six parts.FindingsResults found the positive significant effects of WFH on teachers' social wellbeing, negative significant effects on teachers' performance, their physical and mental wellbeing. No significant effects of WFH were found on teachers' financial wellbeing. The study also found that head's support plays a partially mediating significant role in the relationship between WFH and job performance, and social wellbeing, while no mediation on physical, social and financial wellbeing was found. Moderating effects of teachers' self-efficacy exist between the relationship of WFH and teachers' job performance, mental wellbeing and social wellbeing, while no effects exist between the relationship of WFH and teachers' physical and financial wellbeing.Originality/valueThe new research model will contribute significantly to education practitioners' knowledge, especially the government of Pakistan, which needs to measure their work from home policy's effectiveness during the pandemic.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":"1 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review and meta-analysis of data use professional development interventions","authors":"M. F. Ansyari, W. Groot, Kristof De Witte","doi":"10.1108/jpcc-09-2021-0055","DOIUrl":"https://doi.org/10.1108/jpcc-09-2021-0055","url":null,"abstract":"PurposeProfessional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.Design/methodology/approachIn this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.FindingsThe results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.Research limitations/implicationsThe authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.Practical implicationsPolicymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.Social implicationsThe authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.Originality/valueThis article provides a proposed framework for studyin","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46938146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caring school leadership, school context and organizational learning: implications for developing professional capital","authors":"Jisu Ryu, Jeff Walls, Karen Seashore Louis","doi":"10.1108/jpcc-07-2021-0039","DOIUrl":"https://doi.org/10.1108/jpcc-07-2021-0039","url":null,"abstract":"PurposeThe purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.Design/methodology/approachThis exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.FindingsThe authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.Research limitations/implicationsThis research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.Originality/valueAlthough context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43909437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals","authors":"Peleg Dor-haim","doi":"10.1108/jpcc-11-2021-0068","DOIUrl":"https://doi.org/10.1108/jpcc-11-2021-0068","url":null,"abstract":"PurposeThe purpose of this study was to explore school principals' and vice-principals' perceptions of their strategies of coping with loneliness at work. The study posed two questions: (1) how do educational leaders perceive their strategies of coping with loneliness at work? (2) What are the differences in the style of coping with loneliness between school principals and vice-principals, as they perceive it?Design/methodology/approachBased on 41 semi-structured interviews with 22 school principals and 19 vice-principals three main coping strategies were found.FindingsThis study differentiated between three strategies for coping with a sense of loneliness in the workplace: (1) receiving support from within and outside of the school, (2) action-oriented coping strategy, and (3) perspective-focused coping strategy. Some of these strategies characterized school principals while others characterized vice-principals.Practical implicationsEducational leaders' familiarity with a variety of coping strategies with a sense of loneliness, appropriate to their specific difficulty should be expanded.Originality/valueThe issue of coping with loneliness has barely been explored in the context of leaders and managers. This issue is of particular importance, given the negative effects of loneliness on leaders' mental well-being and their functioning at work.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48167012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}