International Journal of Educational Management最新文献

{"title":"Understanding mature students' intention to use mobile learning in higher education: integrating personality traits and UTAUT","authors":"Keng Fong Chau","doi":"10.1108/ijem-01-2023-0008","DOIUrl":"https://doi.org/10.1108/ijem-01-2023-0008","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to provide new insights into the relationship between individual characteristics, particularly personality traits and mature students' intention to use (ITU) mobile learning (m-learning).</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The research model was constructed by integrating the Big Five personality traits into the unified theory of acceptance and use of technology (UTAUT) model. The data were collected from mature students at a university research center in Macau. Partial least squares structural equation modeling (PLS-SEM) was used to analyze the data and test the proposed hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results reveal that personality traits play a significant role in determining mature students' ITU m-learning technology. In particular, social influence (SI) mediates the relationship between agreeableness (AGB) and ITU.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study examines how personality traits collectively influence mature students' receptiveness and intentions toward m-learning. As mature learners' motivations and preferences remain underexplored, insights into trait-technology links could address current gaps and optimize mobile educational support tailored to their distinct characteristics and needs.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140608882","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 influence of dark triad on knowledge hiding behavior with workplace spirituality as a moderator in higher education institutions","authors":"Parikshit Joshi, Anshu Singh, Garima Joshi, Preeti Singh","doi":"10.1108/ijem-01-2023-0035","DOIUrl":"https://doi.org/10.1108/ijem-01-2023-0035","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In the knowledge management (KM) literature, there are umpteen discussions on knowledge sharing; however, the scholarly community still faces a dearth of literature on knowledge hiding behavior (KHB) and its determinants. The current study aims to examine the direct effect of dark triad (DT) personality dimensions (machiavellianism, narcissism and psychopathy) on KHB dimensions (rationalized hiding, evasive hiding and playing dumb). Drawing on social control theory, this study also explores the moderating effect of workplace spirituality (WS) on the direct relationship between DT and KHB.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using purposive sampling, 281 matched-pair datasets from faculty members working with higher education institutions (HEI) in India have been obtained. The direct relationship has been tested through regression analysis and moderation analysis has been performed using the PROCESS macro for SPSS.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study has successfully mapped DT dimensions with KHB dimensions, and it is observed that machiavellians mostly use evasive hiding, narcissists believe in rationalized hiding and paying dumb is mostly used by psychopaths. Workplace spirituality (WS) weakens the direct relationship between DT and KHB.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>HEIs are advised to foster a climate conducive to WS by getting faculty to realize that their job is something larger than themselves through developing a sense of community among faculty members.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This empirical study extends the KM literature and expands the scope of bridging the gaps on KHB. It is one of the few studies to examine the impact of DT on KHB with WS as a moderator in HEIs.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598272","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":"Blended learning and augmented employability: a multi-stakeholder perspective of the micro-credentialing ecosystem in higher education","authors":"Himani Sharma, Varsha Jain, Emmanuel Mogaji, Anantha S. Babbilid","doi":"10.1108/ijem-12-2022-0497","DOIUrl":"https://doi.org/10.1108/ijem-12-2022-0497","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Proponents of micro-credentials envision them as vehicles for upskilling or re-skilling individuals. The study examines how integrating micro-credentials in the higher education ecosystem enhances employability. It aims to offer insights from the perspective of stakeholders who may benefit from these credentials at an institutional or individual level.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Online in-depth interviews are conducted with 65 participants from India, Nigeria, the United Arab Emirates and the United Kingdom to explore how micro-credentials can be a valuable addition to the higher education ecosystem. A multi-stakeholder approach is adopted to collect data.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The analysis highlights two possible methods of integrating micro-credentials into the higher education ecosystem. First, micro-credentials-driven courses can be offered using a blended approach that provides a flexible learning path. Second, there is also the possibility of wide-scale integration of micro-credentials as an outcome of standalone online programs. However, the effectiveness of such programs is driven by enablers like student profiles, standardization and the dynamics of the labor market. Finally, the study stipulates that micro-credentials can enhance employability.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study's findings suggest that, for successful integration of micro-credentials, an operational understanding of micro-credentials, their enablers and strategic deliberation are critical in higher education. Institutions must identify the determinants, address technological limitations and select a suitable delivery mode to accelerate integration. However, micro-credentials can augment employability, considering the increasing emphasis on lifelong learning. An overview of the findings is presented through a comprehensive framework.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598258","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":"Internationalization strategies for non-Western higher educational institutions: a systematic literature review and conceptual framework","authors":"Beatrice Avolio, Jorge Benzaquen","doi":"10.1108/ijem-05-2023-0243","DOIUrl":"https://doi.org/10.1108/ijem-05-2023-0243","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Internationalization has been a paramount objective for higher education institutions (HEIs) for decades. However, the landscape of education underwent significant transformation due to the COVID-19 pandemic, leading to altered contexts, challenges and opportunities for HEI internationalization. This paper aims to critically evaluate the dimensions of internationalization strategies in HEIs and the opportunities within each dimension. Adopting a reflexive approach, the study focused on non-Western HEIs, recognizing the diverse approaches to internationalization within higher education contexts.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this paper covered 74 articles published in Web of Science database from January 2019 to December 2023.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The study organized dimensions related to internationalization strategies in non-Western HEIs, offering a comprehensive framework comprising six dimensions: students, programs, faculty, research, international ventures and other sources; and nine internationalization facilitators: international partnerships, funding, government education, international policies, technology, internationalization culture, diversity and inclusion, staff competence and attitude, student/faculty engagement, intercultural experience and satisfaction, English as a medium of instruction (EMI), and knowledge transfer mechanisms. Furthermore, the study delineated strategies within each dimension and highlighted prevalent performance indicators utilized by HEIs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The study’s primary contribution is a conceptual framework designed to assist HEI directors and academics. This framework delves into dimensions, strategies and indicators of internationalization particularly relevant in the post-pandemic era.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598260","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":"Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning","authors":"Thabang Donald Mokoena, Gideon Petrus van Tonder","doi":"10.1108/ijem-05-2023-0247","DOIUrl":"https://doi.org/10.1108/ijem-05-2023-0247","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper aims to determine the impact of mentorship on the development of self-directedness among beginner teachers in their initial years of teaching.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The researcher adopted a positivist paradigm to explore the situation of concern. Quantitative research was conducted, involving the collection and analysis of numerical data. Two closed-ended structured questionnaires were utilised, derived from the 40-item self-directed learning readiness scale (SDLRS) developed by Fisher and King, and a pre-determined questionnaire by Glazerman focused on the first-year teaching experience, induction and mentoring of beginner teachers.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Beginner teachers merely relying on the knowledge obtained from their studies is insufficient to achieve a satisfactory level of self-directedness when starting a teaching career. Most beginner teachers faced significant challenges in their early years of teaching due to the absence of mentoring support. In addition, most indicated that they resume their teaching duties and rely on their district for general support, guidance and orientation. Finally, the results have shown that mentoring positively impacts beginner teachers’ self-directedness.</p><!--/ Abstract__block -->\u0000<h3>Research limitations/implications</h3>\u0000<p>The first limitation was that this study was narrowed to one South Africa University part-time B.Ed honours students working as beginner teachers in different provinces at primary and secondary schools. As a result, the findings of this research might be interpreted by some critics as one-sided and not representative of the views of most beginner teachers in South Africa who are working. The second limitation of this study is the sample size. In this study, 222 responses were received. As a result, the findings of this research might be considered not representative of the target sample size.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>The presence and effective implementation of mentoring programmes in schools can positively impact beginner teachers' professional development and retention during their first years of teaching.</p><!--/ Abstract__block -->\u0000<h3>Social implications</h3>\u0000<p>We contend that our research holds significance for international readership as it aims to garner attention towards potential research endeavours in diverse settings concerning mentorship programs for beginner teachers, specifically promoting self-directed learning. Our research offers opportunities to compare our findings with studies conducted in more comprehensive, comparative contexts and foster research possibilities in broader, contrasting contexts.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Based on the findings of this research, the availability and effective use of mentoring programmes would significantly affect beginner teachers' self-directedness, i","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140598264","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":"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":"International education supports and cross-border student mobility: factors influencing Cambodian and Laotian students’ choice of studying in a Vietnamese university","authors":"Mai Thi Kim Khanh, Chau Huy Ngoc","doi":"10.1108/ijem-08-2023-0402","DOIUrl":"https://doi.org/10.1108/ijem-08-2023-0402","url":null,"abstract":"PurposeCambodian and Laotian students (CLS) are among the largest groups of international students in intra-ASEAN student mobility as well as in Vietnamese higher education institutions (HEIs). However, little has been researched on the factors influencing CLS’s decision to choose Vietnam as destination country. The purpose of this study is to investigate why CLS decide to go overseas and choose Vietnam as their host country among other opportunities as well as their perceptions of the decision.Design/methodology/approachUsing qualitative methods and employing purposive sampling, data were collected by semi-structured interviews from CLS studying in a HEI in the Mekong Delta of Vietnam. The data were analysed against the push–pull framework to understand factors influencing the participants’ decision.FindingsThe findings show that CLS in the study were “pushed” by the perceived higher value of a foreign qualification and family encouragements. In terms of pull factors, they were attracted to choose Vietnam as the host country most observably due to scholarship opportunities. However other pull factors were also significant, especially the lack of certain skills in home countries and its congruence with Vietnam’s competitive strength in offering courses for those skills. In retrospect, the participants expressed a sense of optimism, though there was also certain reservation.Research limitations/implicationsThe small sample restrict the generalisability of the findings.Practical implicationsAs an exploratory study, the findings can lay the ground for largerscale studies investigating CLS mobility in Vietnam and be employed for inbound student mobility policymaking reference for HEIs in Vietnam as well as in other developing countries.Originality/valueThis study investigates why Cambodian and Laotian international students decide to go to Vietnam, a developing country in the lesser-known part of international student mobility landscape. This is a topic that remains under-researched in the Asia-bound student mobility literature. Insights from the study can not only contribute to the scholarly gap but also offer implications for HEIs in Vietnam and other Asian countries.","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140220446","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":null,"pages":null},"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}