International Journal of Educational Management最新文献

{"title":"Neoliberalism and the changing direction of schools: an edupreneurial leadership approach","authors":"D. Larey","doi":"10.1108/ijem-01-2023-0033","DOIUrl":"https://doi.org/10.1108/ijem-01-2023-0033","url":null,"abstract":"PurposeThis qualitative study discusses the importance of effective leadership practices in connecting the macro-, meso-, and micro-contexts in which school leaders operate, considering the colonial and apartheid history of South Africa and the current era of neoliberal philosophies by exploring the degree to which school leaders in historically disadvantaged schools in Western Cape Province use an edupreneurial approach to steer their schools in new directions. The school leaders, especially in historically disadvantaged Colored schools, are expected to be more autonomous and accountable for making the school environment conducive to performance standards and improved learning results. The study uses an edupreneurial leadership approach as a theoretical lens to explore entrepreneurial agency, together with the educational leadership approach of school principals as a consequence of neoliberal policies.Design/methodology/approachThis study focuses on secondary schools in historically Colored communities in Western Cape Province through semi-structured interviews with four purposively selected school principals and four teachers from four different schools in the Western Cape Province.FindingsEducation and training programs should focus on cultural values and practices to enhance the efficacy of these schools. Furthermore, an entrepreneurial mindset and spirit are aspects that can be encouraged in a culturally sensitive manner. The edupreneurial leadership approach in developing countries has a distinctive nature.Originality/valueThis study contributes to forging an understanding of how neoliberal trends influence school leadership practices in developing countries, especially the leadership work of school principals across public schools in the Western Cape Province in South Africa.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141677870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering teachers’ readiness for leadership roles: the dynamic interplay among positive school culture, affective-identity motivation to lead and teacher optimism","authors":"Min Yang, Lei Mee Thien","doi":"10.1108/ijem-04-2024-0202","DOIUrl":"https://doi.org/10.1108/ijem-04-2024-0202","url":null,"abstract":"PurposeThis study delves into the less-explored domain of teachers’ readiness for leadership roles by investigating the direct and indirect relationships between positive school culture and teachers' readiness for leadership roles through affective-identity motivation to lead, and teacher optimism.Design/methodology/approachThis study employed partial least squares structural equation modelling (WPLS-SEM) for data analysis. The data were gathered from 424 elementary school teachers who do not hold any leadership positions in Xi’an, China. A total of 391 samples were used after sampling weight adjustments.FindingsThere is a significant and positive direct relationship between positive school culture and teachers’ readiness for leadership roles. Affective-identity motivation to lead and teacher optimism emerged as significant mediators in this dynamic.Practical implicationsThis study complements and expands on the study of the relationship between positive school culture, affective-identity motivation to lead, teacher optimism and teachers' readiness for leadership role. This research has established a theoretical framework for school stakeholders to cultivate future teacher leaders.Originality/valueThese findings provide valuable theoretical insights into educational leadership literature and contribute to a more comprehensive understanding of the factors influencing teachers in assuming leadership roles, particularly in the context of Asian societies.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141688363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the influence of international organizations in globalizing education policy in Kuwait: a qualitative study","authors":"Ayeshah Ahmed Alazmi","doi":"10.1108/ijem-09-2023-0469","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0469","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Globalization, and more specifically international organizations, has had a major effect upon national education systems worldwide. Understandably, the academic literature covering this phenomenon has expanded at a prolific rate. This study contributes to this body of knowledge by examining how the international organizations affect global education policy, as seen via the lens of a Kuwaiti context.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study employed a qualitative data collection approach using semi-structured interviews with 27 key figures involved in policymaking at national educational institutions in Kuwait. Each interview was coded for recurring themes.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Three main themes emerged from data analysis: (1) policy adoption and reformulation, (2) curriculum and pedagogical changes and (3) evaluation and accountability mechanisms. This study’s findings demonstrated that globalization processes and international organizations have profoundly affected Kuwait’s national educational policies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research forms the foundation for further investigations into how international organizations have affected national and subnational educational decision-making and reforms.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to ameliorate employee engagement among government school teachers? Empirical evidence","authors":"Raminderpreet Kaur, Gurpreet Randhawa","doi":"10.1108/ijem-09-2023-0484","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0484","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this paper is to investigate the impact of three predictors (emotional intelligence, perceived supervisor support and work–life balance) on employee engagement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The employee engagement and its predictor variables considered have been assessed by a survey using a structured questionnaire. Data were collected for 628 government school teachers of Punjab state of India. SEM using SmartPLS software was used to estimate the relationship between employee engagement and its predictors (emotional intelligence, perceived supervisor support and work–life balance).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal that the three predictors (emotional intelligence, perceived supervisor support and work–life balance) have a significant positive impact on employee engagement of the government school teachers.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>School authorities need to draft teacher-friendly policies so that teachers can stay deeply engrossed in their work and can handle work and family demands. Engaged teachers brim with positive energy, thereby energetically and vigorously preoccupying themselves in their work, leaving no time and space for negative thoughts.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The influence of emotional intelligence, perceived supervisor support and work–life balance on employee engagement of government school teachers is unprecedented. The study also tested the model in a holistic manner. Since the study is based on an Indian sample, it also adds to growing literature on employee engagement in nonwestern countries. The results are of great value to government authorities, school managements, HR managers and policymakers who are seeking to develop practices that enhance employee engagement at workplaces.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A measure of pedagogical self-efficacy that predicts course evaluations for an international sample of management education faculty","authors":"Ted Ladd, Katarzyna Bachnik, Amanda Nimon-Peters, Sonia Scrocchi","doi":"10.1108/ijem-10-2023-0502","DOIUrl":"https://doi.org/10.1108/ijem-10-2023-0502","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>We conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>All three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Promoting equity and equality in student learning: principals as social justice leaders in Kuwaiti schools","authors":"Munirah Alajmi","doi":"10.1108/ijem-12-2023-0651","DOIUrl":"https://doi.org/10.1108/ijem-12-2023-0651","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This qualitative study aimed to explore school principals' perceptions of social justice in a centralized school setting in Kuwait, as well as the challenges they face when promoting equity and equality for students' learning in schools.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected through in-depth interviews with 18 public school principals from Kuwait's six educational districts.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results revealed that principals' experiences and unique perspectives shape their definitions of social justice within their schools. Some school principals see social justice as ensuring fairness and equal opportunities for every student regardless of their backgrounds. Others focus on creating an inclusive and supportive environment. The results also showed that limited resources, institutional barriers, limited autonomy, lack of training, and some ministerial laws are among the challenges that school principals face in promoting equity and equality.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings are informative to policymakers and other educational stakeholders. Practical suggestions are provided to improve school principals' social justice leadership practices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study adds to the empirical knowledge of school principals' role in promoting equity and equality for student learning in a centralized school setting and attempts to reduce the social justice leadership gap in schools.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unraveling the building blocks of success: exploring the nexus between school structure and effectiveness in Israeli primary schools","authors":"Zehorit Dadon-Golan, Iris BenDavid-Hadar, Reut Tsidkany","doi":"10.1108/ijem-12-2023-0602","DOIUrl":"https://doi.org/10.1108/ijem-12-2023-0602","url":null,"abstract":"PurposeFirst, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness.Design/methodology/approachResearch on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold.FindingsThe research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure.Research limitations/implicationsFuture research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness.Originality/valueThis research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141334853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' talent management and personal quality ensure a better tomorrow in education","authors":"Aik Siong Koh, Ahmad Zabidi Abdul Razak","doi":"10.1108/ijem-10-2023-0523","DOIUrl":"https://doi.org/10.1108/ijem-10-2023-0523","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study investigates the level and correlation between talent management and teacher personal qualities among MICSS (Malaysian Independent Chinese Secondary School) teachers by integrating the talent management model proposed by Davies and Davies (2011) and the Big Five Structure established by Lewis R. Goldberg (1992).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The researcher conducted quantitative research methods in this study, collecting numerical data through the use of questionnaires and utilizing the stratified random sampling technique. The sample consisted of 357 Malaysian teachers who are employed by MICSS throughout the whole Malaysian context.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>In essence, the survey revealed a significant degree of proficiency in talent management and teacher personal qualities among teachers. In addition, this study also revealed a moderate correlation between talent management and the personal traits of teachers across MICSS teachers in Malaysia.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Limiting the investigation solely to MICSS is a noteworthy limitation. The examination also utilizes AMOS structural equation modeling (SEM) analysis, and it may be considered a restriction of this research that quantitative survey research is employed.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Academic establishments and universities that nurture prospective educators should incorporate talent management strategies and the personal qualities of teachers into the modules of teacher training to ensure that these individuals are not only adequately prepared but also assured of their ability to execute all duties assigned to them in a professional manner.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This research is notably innovative in the context of the Malaysian MICSS, where little evidence exists regarding talent management and teacher personality traits in education. This study, to the best of our knowledge, is the first attempt to investigate the practices and correlation between talent management and teacher personality traits in the entire Malaysian context. The research focuses on the practices of talent management towards MICSS teachers in Malaysia as well as the personal qualities of MICSS teachers.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141504631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of using feature films in organizational behavior education: an empirical investigation","authors":"Janakiraman Moorthy, Sheena Choi, Prasad Bingi","doi":"10.1108/ijem-05-2023-0255","DOIUrl":"https://doi.org/10.1108/ijem-05-2023-0255","url":null,"abstract":"PurposeWe investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.Design/methodology/approachOur model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed.FindingsFeatured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners’ improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories.Practical implicationsFilms are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester.Originality/valueOur study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Working on boundaries: linking research and practice","authors":"H. Mohajerzad, Daniel Diekmann","doi":"10.1108/ijem-01-2024-0005","DOIUrl":"https://doi.org/10.1108/ijem-01-2024-0005","url":null,"abstract":"PurposeThe aim of this study is to investigate how educational researchers work together with practitioners in practical research projects.Design/methodology/approachMixed-method.FindingsOur findings suggest that researchers recognize their own limitations as well as those of practitioners and policy makers and learn from collaboration, but that they lack ideas on what activities they can undertake to overcome limitations. Furthermore, educational researchers emphasize the importance of continuous and systematic organized exchange with educational practitioners. We discuss the needs and challenges of educational researchers interacting with educational practitioners during their research.Originality/valueWe believe that sustainable research and practice partnerships (RPPs) provide a more effective platform for collaboration between researchers and practitioners. This is because long-term engagement in cross-boundary work within these partnerships promotes the development of new knowledge, routines and methods, thereby improving educational practice. Unfortunately, there are few RPPs in Germany (the context of the researchers interviewed). Consequently, it is critical that funding policies, particularly outside the United States, provide greater support for RPPs and the necessary resources for these partnerships. Even if funding for RPPs is not always possible, our research suggests that short-term collaborative agreements in research-practice projects are preferable to relying on informal transfer channels.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}