International Journal of Educational Management最新文献

{"title":"Disentangling the relationship between institutional influence, transformational leadership and performance in higher educational institutions in India: a three-way interaction model","authors":"Leema Rose Victor, Mariadoss Siluvaimuthu, Hesil Jerda George, Satyanarayana Parayitam","doi":"10.1108/ijem-02-2023-0058","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0058","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present study aims to investigate the relationship between institutional influence and performance, mediated through transformational leadership (TL) and moderated by barriers, situational factors, communication and implementation.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a structured survey instrument, data were collected from 370 faculty members from 31 higher educational institutions in southern India. After checking the psychometric properties of the instrument, the authors used Hayes’s PROCESS to test the direct hypotheses and three-way interactions.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results revealed that TL mediated the relationship between institutional influence and performance. Further, the findings supported the three-way interactions between (1) institutional influence, barriers and communication positively affecting TL; and (2) TL, situational factors and implementation affecting the performance of faculty members.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>This study underscores the importance of TL for the smooth functioning of higher educational institutions and achieving superior performance, especially in the new normal context after the global pandemic.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>This study makes several significant recommendations to administrators in higher educational institutions, in addition to contributing to the vast literature on TL. The study suggests that administrators must invest resources in developing TL skills so that employees reach their fullest potential and contribute to achieving organizational goals. In addition, leaders in organizations need to exercise a transformational style to combat the new normal post-pandemic academic environment.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides new insights into the importance of TL style and institutional influence to enhance performance. To the best of our knowledge, the conceptual model developed and tested the first of its kind in India, significantly contributing to theory and practice.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"234 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301873","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":"Uncovering the role of principals in enhancing teacher professional learning in a centralized education system","authors":"Fatemeh Abbaspour, Rezvan Hosseingholizadeh, Mehmet Şükrü Bellibaş","doi":"10.1108/ijem-12-2023-0654","DOIUrl":"https://doi.org/10.1108/ijem-12-2023-0654","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Current school leadership research has primarily utilized quantitative methods to explore the relationship between leadership and teacher learning. However, there is a notable gap in understanding how principals facilitate professional learning, especially in centralized educational settings. This study aims to address this gap by examining the role of school leadership in enhancing teacher professional learning within a highly centralized education system.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative case study delves into the lived experiences of 15 teachers and eight school leaders in eight primary schools in Mashhad, Iran. Through semistructured interviews, researchers employed open and axial coding to systematically explore and categorize qualitative data. The study focuses on understanding the role of principal leadership in facilitating teacher professional learning by connecting themes and sub-themes across transcripts.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Effective principals worked on the cultivation of a culture that champions perpetual personal growth and development, the nurturing of a collaborative learning community, and the provision of essential resources and support. Findings showed the pivotal role of principals in promoting teachers' self-development, facilitating idea exchange and acknowledging their efforts. Principals appeared as key to encouraging information sharing, fostering collective learning, promoting professional development, overseeing teaching practices and ensuring the availability of resources to cultivate a supportive climate in a centralized education context.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>We concluded that in centralized education, leadership practices for promoting teacher learning share similarities and differences with decentralized settings. The findings offer guidance for principals in centralized systems, supporting them in facilitating teacher professional learning in their schools.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"64 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140301872","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":"Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool","authors":"Irish Tejero-Dakay, Lorafe Lozano, Rosana Ferolin","doi":"10.1108/ijem-03-2023-0154","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0154","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"40 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197775","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 does school management team empowerment relate to teachers' organizational citizenship behavior? A moderated mediation model","authors":"Dalia Birani-Nasraldin, Anit Somech, Ronit Bogler","doi":"10.1108/ijem-11-2023-0585","DOIUrl":"https://doi.org/10.1108/ijem-11-2023-0585","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Previous studies have examined the empowerment of individual teachers, while neglecting the fact that such a phenomenon might grow within a team. Building on the crossover model and social exchange theory, the aim of this study is to explore whether team empowerment among school management teams (SMTs), is transmitted to the school level and affects schoolteachers' job satisfaction and thereby schoolteachers' organizational citizenship behavior (OCB). Furthermore, we explored whether those relationships are moderated by team-member exchange (TMX) relationships.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected from 86 principals, 357 SMT members and 683 schoolteachers from 86 schools.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results confirmed the mediating role of schoolteachers' job satisfaction, showing a positive relationship between SMT empowerment and schoolteachers' job satisfaction, and between job satisfaction and OCB. The moderation of TMX and the overall moderated mediation hypotheses were not supported.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The nature of data collected in the current study precludes any inference concerning the direction of casual links among the study constructs. Therefore, longitudinal studies could be designed, aimed at confirming the direction of links among the variables.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The findings reinforce the impact of schoolteachers' job satisfaction on achieving OCBs. Hence, SMT members carry the responsibility to cultivate satisfied schoolteachers through schools' support mechanisms and guidance in order to achieve schoolteachers' OCB.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study identifies SMT empowerment as a key factor that may indirectly encourage schoolteachers to invest in OCBs through positive attitudes of schoolteachers' job satisfaction.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"40 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140197777","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":"Principals' systems thinking and student outcomes: the intervening role of school structure","authors":"Nechama Nadav, Pascale Benoliel, Chen Schechter","doi":"10.1108/ijem-10-2023-0530","DOIUrl":"https://doi.org/10.1108/ijem-10-2023-0530","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study examines the relationship of principals’ systems thinking (PST) to student outcomes of academic achievement and school violence. The investigation relies on the contingency theory, according to which effective leadership is contingent on the nature of the situational influences to which managers are exposed. Specifically, the study investigates the influence of school structure – bureaucratic vs organic – on the relationship between PST and student outcomes of academic achievement and school violence after accounting for students’ socioeconomic backgrounds and principals' demographics.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A three-source survey design with self-reported and non-self-reported data was used, with a sample of 423 participants from 71 elementary schools in Israel. The sample included senior management team members and teachers. The data were aggregated at the school level of analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Hierarchical regression analyses showed that organic school structure moderates the relationship between PST and student academic achievement, and bureaucratic school structure moderates the relationship between PST and school violence beyond the impact of students’ socioeconomic backgrounds.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study provides important evidence for the benefits of aligning PST with school structure for improving student outcomes beyond the impact of students’ socioeconomic backgrounds. In addition, the study suggests principal system thinking leadership to achieve effective student outcomes that circumvent the effects of inequality on disadvantaged student groups.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"14 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170020","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":"Investigating links between teacher leadership, collective efficacy and teacher commitment in Egyptian schools: a mediated-effects analysis","authors":"Waheed Hammad, Mahmut Polatcan, Hosam Morad","doi":"10.1108/ijem-03-2023-0124","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0124","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Research investigating the impact of school leadership on teachers’ emotions and practices has mostly focused on the leadership behaviors of school principals, thus ignoring the potential leadership qualities of other school members, especially teachers. The current study aimed to bridge this gap by providing further insight into the link between teacher leadership and teacher outcomes in Egyptian schools. Specifically, the study examined the mediating role of collective teacher efficacy in the relationship between teacher leadership and teacher commitment.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study employed structural equation modeling and bootstrapping to analyze survey data collected from 497 teachers in primary and middle schools in Damietta city, Egypt.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results supported our proposition that teachers’ leadership practices have more indirect than direct effects on teacher commitment through collective teacher efficacy. That is, teacher leadership practices positively affect teachers’ efficacy beliefs, which, in turn, increase their sense of commitment to school.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study adds a new aspect to the literature by investigating the potential role of teacher leadership in promoting positive teacher attitudes that can have a positive impact on student learning. This is significant given the growing emphasis that educational systems place on enhancing school effectiveness. Specifically, understanding the factors that contribute to teacher commitment can inform strategies for retaining effective teachers and improving the overall quality of the teaching workforce. Additionally, since most of the empirical research on teacher leadership has been produced in Western contexts, it is important to enrich the field with studies conducted in other societies, especially in the Arab region.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"19 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170149","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 policy-reality gap of bullying in higher education: implications for HR and managers – a comparative study of Australian and Croatian universities","authors":"Llandis Gareth Barratt Barratt-Pugh, Dragana Krestelica","doi":"10.1108/ijem-09-2023-0485","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0485","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study was to explore the relationship between higher educational institution bullying policies and the subsequent cultural impact to determine the effectiveness of policy in ameliorating bullying within the university culture.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study consisted of two separate but related case studies at two universities in different countries, focussing on university staff. The field work gathered data about existing anti-bullying policy, the extent to which it was part of the organisational culture for staff, and the levels of staff bullying experienced or seen within the organisation. Both qualitative and quantitative data were collected.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study found that despite one university having significant policy and the other having very little policy, the knowledge of policy in both universities was and subsequent experience of bullying for staff were very similar.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The findings indicate that anti-bullying policy alone appears to have a limited impact on organisational behaviour. This suggests that the entrenched and historical master/servant relations of academia enable such practices to continue. Policy implementation is insufficient and training and development to generate more inclusive, people-focussed management cultures is necessary to ameliorate bullying behaviour.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The paper draws on the experiences, critique and suggestions of the study participants to prepare a possible agenda for cultural change that human resource (HR) managers could develop in association with academic and professional managers within their institution.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>The findings suggest that in any social setting or organisational structure where strong historical patterns of master/servant endure, the opportunity for bullying behaviours to grow and flourish is fertile and that policy statements alone may have little impact on curtailing such behaviour.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study makes two contributions to existing knowledge. First, it provides evidence that anti-bullying policy is alone unlikely to have an effective impact on instances of bullying within the culture. Second, the case study contrast displays that unacceptable levels of bullying exist in two very different institutions in two very different cultures. Whilst one country has a war-torn history and the other exists in splendid isolation, the same patterns persist, indicating that universities have structured cultural issues that are difficult to change.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"241 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140152937","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":"Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools","authors":"Ntokozo Dennis Ndwandwe","doi":"10.1108/ijem-03-2023-0099","DOIUrl":"https://doi.org/10.1108/ijem-03-2023-0099","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"54 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140115227","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 role of basic psychological needs satisfaction (BPNS) during the initial use of online teaching platforms on faculty members’ continuance intention","authors":"Arash Kamali, Seyyed Babak Alavi, Mohammad Reza Arasti","doi":"10.1108/ijem-02-2023-0080","DOIUrl":"https://doi.org/10.1108/ijem-02-2023-0080","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Based on self-determination theory (SDT), this study aims to investigate the motivational antecedents of faculty members’ continuance intention of using online teaching platforms. For this purpose, we introduced a model incorporating basic psychological needs satisfaction (BPNS) and different motivational mechanisms.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using a survey study of 312 faculty members, we examined the model by structural equation modeling (SEM).</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The SEM results revealed a positive correlation between BPNS and continuance intention. Additionally, we illustrate the importance of different types of extrinsic motivation. By presenting an alternative model, we demonstrate that the initial-use-identified regulation (one type of extrinsic motivation) has an association with continuance intention (CI). However, this association loses significance if BPNS is present within the model. Moreover, we determined that there is no significant relationship between initial-use external regulation (another type of extrinsic motivation) and faculty members' CI for online teaching. Lastly, the results revealed that pre-use amotivation and intrinsic motivation impact CI through initial-use BPNS.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The results suggest that decision-makers at educational institutions should consider that extrinsic motivation has different types with different impacts and that BPNS has a vital role in faculty members’ intention to continue using online teaching platforms.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is novel because it reveals some details of extrinsic motivation effects by offering a model that combines BPNS and different types of motivation in two stages. It is important and rare that we concentrate on the almost neglected issue of faculty members’ motivational perspectives in online teaching, while the literature mainly focuses on students’ perspectives.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106957","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":"Perceptions of religious Israeli high school principals regarding school climate after the COVID-19 pandemic, and its connection to their management style","authors":"Eli Ben Harush","doi":"10.1108/ijem-09-2023-0478","DOIUrl":"https://doi.org/10.1108/ijem-09-2023-0478","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The global COVID-19 crisis posed many managerial and leadership challenges for principals. More specifically, after the crisis passed noticeable changes in school climate manifested and affected principal management style. The present study examined perceptions of principals regarding school climate and its impact on management style. The research literature clearly affirms the profound impact of school climate in terms of the relationship between students and school leaders. The study focused solely on religious high schools because, in Israel, the negative impact of the pandemic was most marked there.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study was qualitative in nature, and included semi-structured interviews with 10 religious school principals in Israel. Study participants were asked about the existing school climate and their management style in light of the COVID-19 period.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>This study indicated that positive school climate and interpersonal relationships between principals and students were affected by the COVID-19 crisis. Study participants reported that principals had to work arduously in the post-COVID-19 period to restore and improve positive school climate and consequently their management style also needed altering. Specifically, restoring open lines of communication and a sense of belonging as the main components of the school climate were the main foci of principal work. The principals' management style had to be more open and inclusive to restore a sense of belonging and security among students.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study highlights the importance of an open and inclusive management style to restore positive school climate after crises.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":"40 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107053","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}