Journal of Educational Administration最新文献_第2页

Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy 土耳其职业高中的变革型领导与工作满意度：教师专业学习和自我效能的多层次中介模型

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-16 DOI: 10.1108/jea-08-2023-0200

Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti

{"title":"Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy","authors":"Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti","doi":"10.1108/jea-08-2023-0200","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0200","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.</p>\u0000<h3>Findings</h3>\u0000<p>The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.</p>\u0000<h3>Originality/value</h3>\u0000<p>The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"47 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange 将团队成员交流关系转化为学校成果：领导者与成员交流的中介作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-19 DOI: 10.1108/jea-06-2023-0129

Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech

{"title":"Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange","authors":"Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech","doi":"10.1108/jea-06-2023-0129","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0129","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.</p>\u0000<h3>Findings</h3>\u0000<p>The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.</p>\u0000<h3>Practical implications</h3>\u0000<p>The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.</p>\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"71 4 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leadership coaching relationships: a qualitative examination of underlying factors 领导教练关系：对潜在因素的定性研究

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-12 DOI: 10.1108/jea-01-2023-0018

Chad R. Lochmiller

{"title":"Leadership coaching relationships: a qualitative examination of underlying factors","authors":"Chad R. Lochmiller","doi":"10.1108/jea-01-2023-0018","DOIUrl":"https://doi.org/10.1108/jea-01-2023-0018","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.</p>\u0000<h3>Findings</h3>\u0000<p>Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.</p>\u0000<h3>Research limitations/implications</h3>\u0000<p>Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"63 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enabling factors of instructional leadership in subject coordinators 学科协调员教学领导力的有利因素

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-04 DOI: 10.1108/jea-09-2023-0223

Haim Shaked

{"title":"Enabling factors of instructional leadership in subject coordinators","authors":"Haim Shaked","doi":"10.1108/jea-09-2023-0223","DOIUrl":"https://doi.org/10.1108/jea-09-2023-0223","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Instructional leadership is a school leadership approach that places great emphasis on enhancing the quality of teaching and learning. This study explored the enabling factors of instructional leadership in subject coordinators.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The participants in this qualitative study were 24 subject coordinators in elementary schools in Israel. Data collection was based on semi-structured interviews, and data analysis included three stages: sorting, coding and categorizing.</p>\u0000<h3>Findings</h3>\u0000<p>The findings identified three significant enabling factors of instructional leadership in subject coordinators: pedagogical knowledge, relationship capability and support from the principal.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study suggests that the enabling factors of instructional leadership in subject coordinators differ from those of instructional leadership in principals because of their different places in the school structure and explains the enablers of instructional leadership in subject coordinators as middle leaders.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"16 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling leadership priorities: a comparative study of principal time use across high school types 揭示领导力的优先事项：对不同类型高中校长时间使用情况的比较研究

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-01 DOI: 10.1108/jea-05-2023-0118

Yongmei Ni, Bichu Li, Yu Su, Jiangang Xia

{"title":"Unveiling leadership priorities: a comparative study of principal time use across high school types","authors":"Yongmei Ni, Bichu Li, Yu Su, Jiangang Xia","doi":"10.1108/jea-05-2023-0118","DOIUrl":"https://doi.org/10.1108/jea-05-2023-0118","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.</p>\u0000<h3>Findings</h3>\u0000<p>Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.</p>\u0000<h3>Originality/value</h3>\u0000<p>By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"48 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India 探讨教学领导力、教师自我效能感和工作满意度之间的关系：对印度小学的研究

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-01-22 DOI: 10.1108/jea-09-2022-0145

Furkan Khan, Preeti, Vishal Gupta

{"title":"Examining the relationships between instructional leadership, teacher self-efficacy and job satisfaction: a study of primary schools in India","authors":"Furkan Khan, Preeti, Vishal Gupta","doi":"10.1108/jea-09-2022-0145","DOIUrl":"https://doi.org/10.1108/jea-09-2022-0145","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Building on the social cognitive theory, a mediation model was examined to understand the role of teacher self-efficacy as the underlying mechanism for the relationship between instructional leadership and teacher job satisfaction.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study tests a mediation model between instructional leadership, teacher self-efficacy and job satisfaction. The data were collected via online survey from primary school teachers (<em>N</em> = 320) working for the Municipal Corporation of Delhi (MDC) in India. The mediation model was tested using the AMOS 22.0 after establishing the reliability and validity of measures.</p>\u0000<h3>Findings</h3>\u0000<p>Regression analyses using the bootstrapping method indicated that teacher self-efficacy mediates the relationship between instructional leadership and teacher job satisfaction.</p>\u0000<h3>Research limitations/implications</h3>\u0000<p>This is a cross-sectional study. The scope for causal inferences is, thus, limited.</p>\u0000<h3>Practical implications</h3>\u0000<p>In the Indian setting, the study examines the association between instructional leadership and job satisfaction. The results show that the instructional leadership of the school principal is strongly related to teachers' self-efficacy, which, in turn is positively associated with teacher’s job satisfaction. Further, the findings confirm that instructional leadership, emphasizing instructional improvement, improves teachers' self-efficacy and job satisfaction.</p>\u0000<h3>Originality/value</h3>\u0000<p>The study explains the underlying process through which a school principal’s instructional leadership is related to teacher job satisfaction. This study is perhaps the first to focus on an Indian or a non-Western context.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139517582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Commentary: On the road to deeper learning 评论：深入学习之路

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-01-03 DOI: 10.1108/jea-01-2024-275

Justin M. Bathon, J. Richardson

引用次数: 0

Commentary: Leading for deeper learning: why a human vision of schooling demands a human vision of leadership 评论：领导深入学习：为什么以人为本的学校教育观要求以人为本的领导观

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-01-03 DOI: 10.1108/jea-01-2024-276

Jal Mehta

引用次数: 0

Commentary: On the road to deeper learning 评论：深入学习之路