International Journal of Educational Management最新文献

{"title":"Assessing the validity and reliability of enabling structure scale in mainland China","authors":"Wangying Zhang, Kwok Kuen Tsang","doi":"10.1108/ijem-08-2023-0401","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0401","url":null,"abstract":"PurposeDeveloping an enabling bureaucratic structure for school organization has been an important aim of education governance reforms in China, like many societies across the globe, since the 1990s. However, there is a lack of valid measures to investigate the extent to which the Chinese education governance reforms facilitate the development of the enabling structure of school bureaucracy and examine the antecedents and consequences of enabling school bureaucracy. Thus, the study was conducted to validate the Chinese version of the Enabling Structure Scale (ESS-Ch), which is used to assess school bureaucracy in China.Design/methodology/approachThe study surveyed 1,146 teachers enrolled in professional development courses provided by a Beijing university. The validation process involved two phases. In the first phase, the sample was divided into three subgroups for exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and cross-validation. In the second phase, reliability and validity were assessed utilizing the entire sample.FindingsIt indicated a four-factor model of the ESS-Ch: enabling formalization, coercive formalization, enabling centralization and hindering centralization. Factor loadings ranged from 0.72 to 0.88, composite reliabilities ranged from 0.82 to 0.95 and values of average variance extracted ranged from 0.61 to 0.80.Research limitations/implicationsThe study contributes to the international literature by validating the ESS-Ch so as to provide a standard measure that can be applied in comparative studies on enabling school bureaucracy between Chinese and Western cultures.Originality/valueThe study is original by validating the ESS-Ch based on a sample of 1,146 teachers in China.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357670","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":"An organizational sustainability framework for Latin American Catholic schools in the La Salle network. A cross-national study using structural equations modeling","authors":"Esneider Gutierrez-Rivera, M. Escobar-Sierra, Jorge-Andrés Polanco, Francesc Miralles","doi":"10.1108/ijem-09-2023-0459","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0459","url":null,"abstract":"PurposeThis study aims to address the challenge of sustainability in Catholic schools quantitatively, even more so knowing that there are few systematized and quantitatively elaborated approaches that help to determine their sustainability dimensions. Therefore, this study aims to estimate the structural relationships of organizational sustainability in primary and secondary religious schools in Latin America based on the substantive functions of the school, such as care, upbringing and education from an organizational approach.Design/methodology/approachDeductive reasoning was used. In the preliminary phase, data were extracted from 420 educational leaders of primary and secondary schools in Latin America from the Lasallian Network, leading a school population of 200,500 students and impacting 166 schools; these previous results were again contrasted with the forthcoming literature with research from the Ramon Llull University, Barcelona, Spain, to achieve the sustainability framework, which has an endogenous variable called the school organizational sustainability framework.FindingsThe results reveal four dimensions of the first-order structural model: management, association, communication, well-being and curriculum, And eight second-order dimensions: governance, communication, resources, secular association, secular partnership, health, social commitment, and campus operation. The investigation results show that secular association and well-being are two dimensions that are constituted as the main elements of a sustainability framework for this type of organization.Research limitations/implicationsThe Catholic school has specific dimensions that need to be cared for with special attention, such as association, which comes from the laity and comes from the experience of the religious. In addition to this vital dimension, well-being, constituted as care for the people of the community, as care for all, is connatural to the religious school. Still, it is constituted by an edge that completes it, and that is the concern for the well-being of those outside regarding social justice. A limitation in the pretension of totality is that the study is conducted in a small portion of Catholic schools in Latin America.Practical implicationsA practical impact in the schools investigated is to present this sustainability framework as a reference to incorporate these dimensions as a strategy to bet on sustainability. Although the realities and contexts of the Latin American school are very different, some factors can impact low-income schools and schools with more significant financial resources if they are strengthened and worked on with dedication. In addition, this framework can lead to roads and the construction of indicators within the school, which can measure the sustainable commitment of the whole school. Finally, a clear finding of the framework is the need for good governance processes related to leadership and leaders' commitment to school-wide sus","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360646","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":"Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic","authors":"Jana Straková, J. Simonová","doi":"10.1108/ijem-07-2023-0361","DOIUrl":"https://doi.org/10.1108/ijem-07-2023-0361","url":null,"abstract":"PurposeThis study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers’ decision to leave the teaching profession, either temporarily or permanently. It also examines the differences between teachers at the beginning and end of their professional careers.Design/methodology/approachThis study presents a secondary analysis of the data collected in a survey of 1,230 Czech secondary school teachers implemented in 2021 in the same schools as the TALIS survey in 2018. The longitudinal design makes it possible to observe the impact of school variables on teachers’ willingness to remain in the profession. Data are analysed through logistic regression.FindingsThe analysis shows the importance of sufficient financial evaluation, the composition of the student body, instructional leadership, and school innovativeness for the retention of teachers in the profession. The analysis further shows that the factors causing teachers to leave the profession differ for those at the beginning and at the end of their teaching careers.Research limitations/implicationsThe limitations of the study lie in the fact that this is a secondary analysis. The questionnaires were not designed in accordance with the aim of our study, and so the variables were constructed from existing data to best fit our chosen framework.Practical implicationsThe results of our analysis indicate that the Czech education policy should focus not only on general increases in teachers’ salaries, but also on the adjustment of increases over the course of a teacher’s career. The starting salary may be important for retaining young teachers in the profession, while at later stages in their careers their decision to stay may be more influenced by other factors. Our research also showed the importance of leadership. In schools where the principal supports his or her teachers and takes care of their professional development, teachers have a greater tendency to stay in the profession than in schools where the management does not perform this function.Originality/valueThe study enriched international knowledge about factors affecting teachers' retention in the profession with findings from the Czech educational system characterized by high school autonomy and low teacher salaries.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141364021","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":null,"pages":null},"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":"<h3>Purpose</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>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.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study will extend the lit","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":"Synergistic competencies of business graduates for the digital age: directions for higher education","authors":"Luke Butcher, Billy Sung, Isaac Cheah","doi":"10.1108/ijem-11-2023-0562","DOIUrl":"https://doi.org/10.1108/ijem-11-2023-0562","url":null,"abstract":"PurposeFor business and management higher education (HE) to transition graduates to digital workplaces and careers, it’s crucial they develop competencies (digital and traditional, soft and technical, new and old) that are relevant and applicable.Design/methodology/approachInsights are obtained from 60 comprehensive interviews with HE business students, educators and industry practitioners.FindingsSix synergistic competencies are described that leverage synergies of (often) divergent competencies in the digital age of business, integrating them with a recently emerged multi-disciplinary competency framework. Each synergy states its target application, purpose and is aligned with specific HE practices.Originality/valueScholarship of competencies is re-oriented away from clusters and towards synergies, with a new inter-disciplinary competency framework validated to business in the digital age, with directions provided for HE.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141099106","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":"From leadership to allegiance: the interplay of middle leadership, teacher job satisfaction and commitment in schools","authors":"Jayanti S. Sothinathan, Donnie Adams, Norfariza Mohd Radzi","doi":"10.1108/ijem-01-2024-0057","DOIUrl":"https://doi.org/10.1108/ijem-01-2024-0057","url":null,"abstract":"PurposeMiddle leadership is difficult to define and fathom as these roles are fluid, adapting to the context of individual schools. However, little is known about the relationships among middle leadership, teacher commitment and job satisfaction in the field of education. The purpose of this paper is to propose a conceptual framework on the mediating role of teacher job satisfaction in the relationship between middle leadership and teacher commitment in schools based on past research, particularly in the context of schools.Design/methodology/approachA review of literature was undertaken to develop the conceptual framework.FindingsFindings suggested that middle leadership can positively influence teacher commitment via the mediating effect of teacher job satisfaction.Originality/valueThe value of this paper lies in understanding middle leadership as a salient factor in influencing teacher commitment via teacher job satisfaction. This paper’s framework lays a strong foundation for the expansion of the middle leadership knowledge base on middle leadership as well as for future theory development and debate.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141103071","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}