International Journal of Educational Management最新文献

{"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":"8 1","pages":""},"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":"149 1","pages":""},"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":"1 1","pages":""},"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":"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":"35 1","pages":""},"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":"Influence of massive open online courses implementation on satisfaction and continuance intention of students","authors":"Ahmed Farouk Kineber, Nehal Elshaboury, Sherif Mostafa, Ahmed Abdiaziz Alasow, Mehrdad Arashpour","doi":"10.1108/ijem-08-2023-0411","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0411","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The engineering courses offered in Somali universities attract many students, ranging between 300 and 500 every semester, making the management and delivery of the course challenging. The increasing popularity of massive open online courses (MOOCs) has led to rapid growth in enrollment, posing difficulties in effectively managing and delivering content to large volumes of learners. To this end, this study aimed to explore the influence of MOOC implementation factors on learners’ continuance intention and satisfaction to provide insights that can enhance the learning experience and ensure long-term engagement.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study utilized a survey approach based on an extensive literature review to collect data on the challenges faced by Somali universities in managing and delivering engineering courses. The survey included a series of questions, and 148 responses were collected from students enrolled in different programs. The collected data were analyzed using partial least squares-structural equation modeling and deep neural network approaches.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The result demonstrated that MOOC implementation factors, including course design quality, instructor reputation, self-paced flexibility, information relevance, platform usability and student support services, significantly affect students’ continuance intention and satisfaction. Therefore, the study recommends universities should enhance MOOC implementation factors to improve the quality of teaching and increase students’ continuance intention to study in a MOOC environment.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study provides empirical evidence on how MOOC implementation factors affect the level of satisfaction and continuance intention of engineering students. It suggests that the findings could be useful for university management and lecturers to increase teaching and learning quality in the course and develop new strategies and approaches that suit modern-day learners. The study also aims to enhance the efficiency and effectiveness of class delivery and improve student engagement in the learning process.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253198","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":"The mediator role of school climate in the relationship between instructional leadership behaviors of school principals and teacher autonomy","authors":"Ersin Eren Akgöz, Fatih Şahin, Onur Erdoğan","doi":"10.1108/ijem-07-2023-0323","DOIUrl":"https://doi.org/10.1108/ijem-07-2023-0323","url":null,"abstract":"&lt;h3&gt;Purpose&lt;/h3&gt;\u0000&lt;p&gt;School principals should create a positive school climate through instructional leadership behaviors and support teacher autonomy to reach their ultimate goals. This study examines the relationship between the instructional leadership behaviors of school principals and teacher autonomy, testing the mediating role of school climate and the moderator role of teacher seniority.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Design/methodology/approach&lt;/h3&gt;\u0000&lt;p&gt;This cross-sectional study tests the relationships between the variables with structural equation modeling. By stratified sampling method, research data from 739 teachers in six central districts of Ankara during the 2022–2023 academic year.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Findings&lt;/h3&gt;\u0000&lt;p&gt;Results showed that school principals' instructional leadership behaviors, teacher autonomy, and perceptions of school climate were above average. The study also indicates that the instructional leadership behaviors of school principals are positive and significant predictors of teacher autonomy and school climate and that school climate is a positively significant predictor of teacher autonomy. Moreover, school climate partially mediates the relationship between instructional leadership and teacher autonomy, and teacher seniority has a moderator role.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Research limitations/implications&lt;/h3&gt;\u0000&lt;p&gt;This study is limited to the opinions of the teachers working in the official primary, secondary and general high schools in the districts of Ankara in the 2022–2023 academic year on the instructional leadership of the school principals, the teachers' perceptions of autonomy and the school climate. It has been observed that there is a relationship between the instructional leadership behaviors of school principals and teacher autonomy. It can be said that the instructional leadership behaviors of school principals support teachers to exhibit autonomous behaviors in instructional strategies and processes, curriculum, classroom management, professional development and communication.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Practical implications&lt;/h3&gt;\u0000&lt;p&gt;It is seen that the instructional leadership behaviors of school principals affect teacher autonomy through school climate. It can be said that with the instructional leadership behaviors of school principals, the school climate is more democratic, success-oriented, sincere, supportive of teacher leadership and transforming conflicts into an opportunity for school development, thus affecting teachers' areas of autonomy. We can say that with the development of teachers' autonomy, more effective instructional strategies and instructional processes are developed, the curriculum is transferred with more permanent teaching techniques, professional communication is transformed into collective actions and more comprehensive studies are planned and implemented.&lt;/p&gt;&lt;!--/ Abstract__block --&gt;\u0000&lt;h3&gt;Originality/value&lt;/h3&gt;\u0000&lt;p&gt;This study will extend the lit","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"2013 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253096","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":"Digital access and learning outcomes: a study of equity and inclusivity in distance education","authors":"Abhinandan Kulal, Sahana Dinesh, N. Abhishek, Ajaya Anchan","doi":"10.1108/ijem-03-2024-0166","DOIUrl":"https://doi.org/10.1108/ijem-03-2024-0166","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The transformative impact of digital innovations on education has reshaped academic landscapes, affecting both instructional methods and evaluation systems. This study delves into the realm of distance education, exploring the intricate dynamics of digital access, equity and inclusivity, with a particular focus on their influence on learning outcomes.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A comprehensive survey involving 360 participants was conducted to gather data on various facets of the digital learning environment. Descriptive statistics illuminated participants' perceptions, while digital access disparities were analyzed through a chi-square test. Structural equation modelling (SEM) assessed direct relationships, mediation and moderation analyses and elucidated the nuanced influence of demographic parameters.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Descriptive analysis revealed generally positive perceptions of digital learning, with some variability in aspects like accessibility of learning materials and Internet connectivity. Digital access disparities were evident across demographic parameters, highlighting significant associations with gender, education, income, geographic location, religious affiliation and field of study. SEM indicated robust positive associations between digital access and learning outcomes, strategies for enhancing equity and inclusivity and their combined impact on overall academic success.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study contributes original insights by comprehensively analyzing the interplay of digital access, equity and inclusivity in distance education and their impact on learning outcomes. The research unveils nuanced disparities across demographic dimensions, emphasizing the need for targeted interventions. The study’s integration of SEM, mediation and moderation analyses adds a sophisticated layer to the understanding of these relationships.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"30 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194584","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":"Understanding factors shaping engagement in remote internships: the role of institutional communication, faculty support and intern cynicism","authors":"Shiva Kakkar, Swati Ghulyani, Samvet Kuril, Manosi Chaudhuri","doi":"10.1108/ijem-08-2023-0378","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0378","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"41 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141253194","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":"Identifying factors influencing women academics in STEM careers: evidence from a Latin American country","authors":"Beatrice Avolio, Jessica Marleny Chávez Cajo","doi":"10.1108/ijem-02-2023-0082","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0082","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This phenomenological study, conducted within the discourse on the underrepresentation of women in academia, examined the factors influencing the advancement of women academics in science, technology, engineering, and mathematics (STEM).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The sample comprised twenty-one women academics from both public and private universities in Peru. Data were collected through in-depth interviews based on the women's experiences and subsequently processed using Moustakas’ (1994) stages for encoding, categorization, and analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study introduces a conceptual framework of nine factors – personal tastes and preferences, attitudes towards science as a vocation, care work, work–life balance, congruent gender roles, occupational segregation, lack of opportunities, low salaries, and lack of gender equality policies – that impact the career progression of women in STEM fields.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The results offer valuable insights for policymakers and academic authorities to address the barriers affecting women academics in STEM. The uniqueness of this paper lies in its investigation in Peru, a country with the highest female labor force participation in Latin America, where women constitute the majority of undergraduate program graduates.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"28 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169250","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":"Science mapping of the knowledge base on teacher autonomy: a bibliometric study","authors":"İbrahim Çolak","doi":"10.1108/ijem-05-2023-0241","DOIUrl":"https://doi.org/10.1108/ijem-05-2023-0241","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This research sought to document the volume, development trend and geographical distribution of the research on teacher autonomy, identify high-impact journals, authors and documents and reveal the intellectual structure of the field.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper analyzed the articles published on the related subject in the Web of Science (WoS) and/or Scopus. Based on certain exclusion criteria, analyses were conducted on a total of 259 articles. The data were then subjected to descriptive analyses and bibliometric analyses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The review found that the teacher autonomy knowledge base has grown dramatically since 2004. In the co-citation analysis, it was determined that four clusters focused on the themes of professionalism and professional development, leadership and self-efficacy, autonomy in language teaching and learning and self-determination theory. According to the co-word analysis in this review, the most co-occurring keywords were revealed to be “teacher autonomy,” “autonomy,” “teachers,” “teacher professionalism” and “professional development.”</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Despite increasing numbers of systematic reviews focusing on educational administration and leadership, this paper represents the first bibliometric review conducted to reveal the development of research on teacher autonomy using both the WoS and Scopus databases. Teacher autonomy can be regarded as an emerging field of study backed up by a theoretical background. Although there are some distinct prominent scholars in the research area, autonomy research still needs more scholars to specialize in the field.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"46 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141062859","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}