Artykuły w czasopismach: „Educational leadership behaviour”

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E. Mafigu i B.C. Chisaka. "The Role of Rural Educational Leadership in Influencing Societal Behaviour: A Case Study of Goromonzi District: Educational Leaders’ Perceptive". International Journal of Linguistics, Literature and Translation 3, nr 5 (31.05.2020): 149–64. http://dx.doi.org/10.32996/ijllt.2020.3.5.17.

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This study establishes the role of rural educational leadership in influencing societal behaviour, focusing Goromonzi District. It was positioned alongside the behavioural theories and the African unhu/ubuntu philosophy, informed by a qualitative case study. It made use of interviews, focus group discussions and observations in the generation of data from a purposive sample of three rural secondary schools. The rural context has its own set of unique community identifiers, making rural schools remarkably different from those found in the urban centres. The rural community is experiencing an influx of urban migration and as a result, the disturbance of an ideal rural setting is posing a challenge to the educational leadership in impacting the societal behaviour in the way it ought to be. Moreover, the educational leadership in the rural community is often characterised by lack of understanding of the rural communities’ traditional beliefs and practices, giving rise to contradictions with what the educational leadership intends to promote and encourage at times. Consequently, a cultural shift and contextual adaptation of distinctive attitudes and behaviours that enhance positive behaviour transformation becomes imperative. Above it all, studying rural behavioural trends as a response to educational leadership was paradoxical journey. The study thus, concludes that while literature points out that leadership has a direct influence of the behaviour of its community, this cannot go far unless the educational leadership deliberately aligns its own behaviour with the dictates of unhu/ubuntu philosophy which has a place in the African rural context.

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Faisal, Dr Abdullah, Muhammad Azeem, Farrukh Aysha, Farrukh Amina, Dr Farhat Saleem i Rubina Nadeem. "Impact of Educational Leadership on Institutional Performance in Pakistan". Journal of Public Administration and Governance 2, nr 1 (2.01.2012): 57. http://dx.doi.org/10.5296/jpag.v2i1.1385.

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PurposeThis study was undertaken to identify and describe the impact of leadership behaviour of educational leaders (both relation-oriented and task-oriented) along with demographics on institutional performance for the fulfilment of goals of education as envisaged in national documents.Research Design/MethodologyThree questionnaires namely Leadership Behaviour Description Questionnaire (LBDQ), Institutional Performance Questionnaire (IPQ) and Leadership Demographics Checklist (LDC) were developed for the collection of data. The validity and reliability of the instruments was ensured through experts’ opinions and pilot testing. All educational administrators working in educational institutions—schools, colleges situated at district and provincial level formed the population for this study. The population of study was consisted of Principals of Higher Secondary Schools, Degree Colleges and Colleges of Education, District Educational Officers (DEOs), Executive District Officers (EDOs), and their subordinates [DEOs, Dy. DEOs, AEOs and Superintendents] respectively. Leadership Demographics (attributes + situational factors) Checklist was administered to 171educational leaders and 1368 their subordinate / teaching staff. For gathering quick and reliable data all three questionnaires were routed through Additional Secretary (Schools), Education Department. Using that channel more than 90 % data were collected from the field.Major FindingsThe findings of the study revealed that both Relation-Oriented and Task Oriented Behavioural dimensions of educational leaders of the study directly relate to their leadership effectiveness. This evidence also suggests that the strong relationship between these two variables is optional for high leadership effectiveness for achieving the objectives of the organization. The correlation r =.73 shows a strong positive relationship between relation oriented behaviour of educational leaders and institutional performance. Whereas, the correlation r=.74 shows that there is also a strong relationship between task oriented behaviour of educational leaders and institutional performance. Comparison of both behaviours shows that comparatively second relationship is stronger than the previous one even instead of a little difference between their values. Therefore task oriented behaviour of educational leaders has better impact on the performance of institution rather than relation oriented behaviour of educational leaders and institutional performance. Whatsoever are the factors other than educational leaders, the impact of educational leaders on institutional performance cannot be easily ignored. Originality/ValueGiven the findings in this study, a relatively straight forward profile of educational leaders on institutional performance emerges. An effective educational leader according to this study is one who has Task-Oriented Behaviour which reflects the behaviour of the leader as high on relationship i.e. high on consideration, better with professional qualification, interaction with Subordinates/teaching staff enjoyable academic freedom that acts as catalyst in the use of potential of the staff for better instructional efficiency.

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Lawrason, Sarah, Jennifer Turnnidge, Luc J. Martin i Jean Côté. "A Transformational Coaching Workshop for Changing Youth Sport Coaches’ Behaviors: A Pilot Intervention Study". Sport Psychologist 33, nr 4 (1.12.2019): 304–12. http://dx.doi.org/10.1123/tsp.2018-0172.

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To maximize the effectiveness of coach development, educational programs should target coaches’ interpersonal behaviors, be informed by behavior-change techniques, and incorporate comprehensive evaluation procedures. Thus, informed by the full-range leadership model (see Bass and Riggio in 2006) and the Behaviour Change Wheel (see Michie et al. in 2011), Turnnidge and Côté in 2017 developed the Transformational Coaching Workshop (TCW). The purpose of this study was to evaluate the TCW’s effectiveness through observation before and after coaches’ workshop participation. Participants included 8 male head coaches of youth soccer teams. Systematic observation and coding using the Coach Leadership Assessment System were employed pre- and postworkshop to examine coaches’ leadership behaviors. Coaches made improvements in the types of leadership behaviors used and how they were conveyed. This study demonstrates that systematic observation can be implemented to explore real-world changes in behaviors. Future research should examine the impact of the TCW on athlete outcomes.

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Storey, Valerie A., i Malcolm O. Asadoorian III. "Educational leadership – perceptions and determinants of moral and ethical behaviour". International Journal of Behavioural and Healthcare Research 1, nr 3 (2009): 258. http://dx.doi.org/10.1504/ijbhr.2009.028460.

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Mickson, Michael K., i Alex Anlesinya. "Enhancing job satisfaction among local government servants in Ghana". International Journal of Public Leadership 16, nr 1 (27.08.2019): 1–16. http://dx.doi.org/10.1108/ijpl-03-2019-0007.

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Purpose The purpose of this paper is to examine the influence of transformational and transactional leadership behaviours on local government worker’s job satisfaction as well as to determine which one of these two leadership behaviours is a better predictor of job satisfaction among local government servants in Ghana. Design/methodology/approach The research used a questionnaire to collect 322 usable data from the respondents, and employed multiple regressions to analyse the data. Findings The results showed that both transformational leadership and transactional leadership behaviours have significant positive effects on employee job satisfaction in Ghana’s Local Government service. Surprisingly, critical examination of the results further revealed that transactional leadership behaviour is a better predictor of job satisfaction relative to transformational leadership behaviour in Ghana’s Local Government Service. Moreover, the findings suggested that the influence of both leadership behaviours on job satisfaction may vary by workers’ age, level of education and gender. Practical implications These results imply that the more transactional and transformational leadership behaviours are exhibited or demonstrated by leaders, the more satisfaction local government servants will experience with their jobs. It further means that depending on the context or work environment, transactional leadership can surpass transformational leadership in enhancing employee outcomes. It also reinforces the need to ensure equity in employee reward systems as well as treatment of different age, educational and gender groups. Originality/value This result has contributed to knowledge by providing empirical evidence to refute the popular claim that transformation leadership produces better outcomes than transactional leadership. Besides, this study highlights the important roles of transformational and transactional styles in ensuring job satisfaction among the local government sub-sector, a generally under-researched sector.

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Syamsuddin, Syamsuddin, i Binti Maunah. "PARSING THE SIGNIFICANCE OF THE TRANSFORMATIONAL LEADERSHIP IMPLEMENTATION TO ISLAMIC EDUCATIONAL INSTITUTIONS". MANAGERE : Indonesian Journal of Educational Management 2, nr 3 (31.12.2020): 256–68. http://dx.doi.org/10.52627/ijeam.v2i3.56.

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The aim of this article is to parse the significance of the implementation of transformational leadership in Islamic educational institutions. Research libraries are the methods used in this research. The results of the parsing of the concept and theory of characteristics and components of transformational leadership are found that transformational leadership has positive implications for the various critical variables that contribute to the advancement of Islamic Educational institutions. For example, able to build awareness of vision together, build trust, constructing organizational citizenship behaviour, developing motivation, more empowerment, build self-efficacy, and learning organization. It can be on the theoretical basis that to improve the quality of Islamic education institutions hence the importation of transformational leadership is absolutely done.

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Gondlekar, Sonam J. "Personality and Leadership as Antecedents of Organizational Citizenship Behaviour: A Study of Mining Company in Goa". Ushus - Journal of Business Management 13, nr 2 (15.06.2014): 1–38. http://dx.doi.org/10.12725/ujbm.27.1.

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This study investigates the relationship between personality factors, leadership and organizational citizenship behaviour (OCB), predict changes in OCB by personality and leadership, and analyze the influence of demographic variables (organizational tenure, educational qualifications, age, designation, gender and job status) on OCB, personality, leadership and their dimensions. The sample consisted of 203 employees from three units of Sesa Goa Ltd., a leading mining company in Goa. Three reliable and valid tools were employed for the assessment-Organizational Citizenship Behaviour, NEO Five Factor Inventory and Leadership Effectiveness scale. Results of correlation analysis indicated positive correlation between leadership (all dimensions) and OCB. Of five personality factors, extraversion, agreeableness and conscientiousness showed positive correlation while neuroticism was found to be negatively correlated with OCB. Furthermore, result of regression analysis unveiled that 18% variance in OCB is contributed by leadership and 11% by personality. Unit wise differences were also evident in OCB. An incidental analysis using One Way ANOVA and t test revealed significant influence of organizational tenure and educational level on OCB. No significant difference was noticed on leadership and any of its dimensions. This study provides guidelines to aid managers better understand how to enhance OCB.

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Stegen, Gerti, Daniel Leveson, Susan Llewelyn i Riccardo De Giorgi. "Trainee Leadership Board: learning about NHS leadership". BMJ Leader 2, nr 1 (24.01.2018): 46–48. http://dx.doi.org/10.1136/leader-2017-000047.

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IntroductionThe development of a new generation of clinical leaders in the NHS has been increasingly endorsed by most recent literature in medical leadership and management. Despite providing academic rationale and argument, however, current training programmes fail to integrate the theoretical and practical aspects of clinical leadership and to implement them in practice within medical training curricula.MethodsIn Oxford Health National Health Service Foundation Trust, a Trainee Leadership Board programme was offered to a small group of next-generation clinical leaders as an opportunity to learn about current leadership and management in the Trust. This programme provided insights and practical experiences through an integrated educational and experiential approach in resolving a real issue facing the Trust.Results and conclusionOverall, the programme proved successful in creating a culture of increased interest and promoting change in attitude and behaviour around leadership and management. Time constraints and implementation of change represented significant challenges for the Trainee Leadership Board. However, the programme holds promise for its diffusion across the country.

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Marasan, Rohani Binti, Andrew Lim, Dg Norizah Ag Kiflee@Dzulkifli i Colonius Atang. "Exploring the Natural Attributes of Principals as Educational Leaders". Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, nr 3 (8.03.2021): 365–76. http://dx.doi.org/10.47405/mjssh.v6i3.725.

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This study sought to explore the leadership of principals as educational administrators based on their natural attributes. The excellence in the actions of principals as educational administrators will serve as the determining factor for the success of a school across nine fields listed in the Malaysian School Principals Competency Standards. This success is mainly driven by the natural attributes of principals’ leadership in influencing the processes and behaviour of teachers in the delivery of education. This study also explores leadership issues and problems that are still of current interest. Principals’ competency levels in executing leadership still show that teachers are constrained by numerous flaws particularly in the teaching and learning in schools. Such conditions are often mirrored in schools with poor leadership display by Principals who are bent on putting off planned educational programmes. This qualitative study was done as a single case study. Qualitative data obtained via interviews with 10 informants in school formed the research case. The interviews were semi-structured and were analysed manually using category classification. The interviews explained the natural attributes reflected via Principals’ leadership orientation to answer the issues in this study. The findings of this study shall serve as additional elements in the process of selecting and placing Principals, as well as be developed as a guide for educational administrators desiring effective and quality leadership orientation for managing and administrating schools in Sabah. This study is of importance as it contributes additional knowledge in the fields of education and human resource for the benefit of other researchers.

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Suleman, Qaiser, Makhdoom Ali Syed, Saqib Shehzad, Ishtiaq Hussain, Alam Zeb Khattak, Irfan Ullah Khan, Muhammad Amjid i Iqleem Khan. "Leadership empowering behaviour as a predictor of employees’ psychological well-being: Evidence from a cross-sectional study among secondary school teachers in Kohat Division, Pakistan". PLOS ONE 16, nr 7 (22.07.2021): e0254576. http://dx.doi.org/10.1371/journal.pone.0254576.

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In this technologically developed scenario, many organizations in developing countries including Pakistan have expanded the enthusiasm for understanding and creating an encouraging administrative and managerial environment. Numerous organizations are struggling for structural changes by deserting the old-fashioned organizational management style and implementing an empowering leadership where leaders give more authority to subordinates in decision making and responsibilities with the aim to increase organizational productivity. Therefore, the study examined the leadership empowering behaviour as a predictor of employees’ psychological well-being of the educational institutions at secondary level in Kohat Division, Pakistan. A total sample of 564 secondary school teachers (male n = 379; female n = 185) was carefully chosen through a stratified random sampling technique. In this study, a non-experimental predictive correlational design was adopted. In order to collect data from the participants, two different standardized research tools i.e., the Leader Empowering Behaviour Questionnaire and Ryff’s Psychological Well-being Scale were used. After the collection of data, it was analyzed on the basis of mean, standard deviation, Pearson’s product-moment correlation, and multiple linear regression model. In conclusion, the study confirmed a significant positive correlation between leadership empowering behaviour and employees’ psychological well-being. Leadership empowering behaviours predict employees’ psychological well-being positively. Therefore, it was recommended that empowering behaviour might be adopted by the school leaders to improve the employees’ psychological well-being for better organizational productivity.

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Stright, Anne L., i Doran C. French. "Leadership in Mixed-Age Children's Groups". International Journal of Behavioral Development 11, nr 4 (grudzień 1988): 507–16. http://dx.doi.org/10.1177/016502548801100408.

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The decision-reaching behaviour of children in mixed-age four child groups were investigated in this study of leadership. A total of 120 children were assigned to mixed-age groups that were composed of either two 7 and two 9-year-olds, or two 9 and two 11-year-old children. Children were observed as they attempted to reach consensus regarding the ordering of a set of pictures. They were videotaped, and their utterances were subsequently coded. Familiarity and developmental level were controlled by comparing 9-year-old children who were interacting with either 7 or 11-year-old children. Nine-year-old children in groups with younger peers exhibited more organisation statements, solicitations of preference, group choice suggestions, and recording, and less following than did 9-year-olds grouped with older peers. These results are consistent with previous findings and demonstrate that findings of leadership asymmetries in mixed-age groups are not artifacts of familiarity confounds. Using within group analyses it also found that older children in the mixed-age groups engaged in more organisation behaviour, solicitations of preference, and recording than did younger group members. These results are consistent with the argument that mixed-age peer interaction may be a particularly important context for the learning and practice of leadership skills.

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Prasertcharoensuk, Thanomwan, Somprach Kanokorn i Tang Keow Ngang. "Teachers’ Organizational Citizenship Behaviour: A Causal Relationship Model". Contemporary Educational Researches Journal 7, nr 1 (24.07.2017): 2–10. http://dx.doi.org/10.18844/cerj.v7i1.483.

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AbstractThis research aimed to examine the direct, indirect, and overall influences as well as validate the appropriateness of the causal relationship model of teachers’ organizational citizenship behaviour under the Office of Khon Kaen Secondary Educational Service Area 25. A total of 300 teachers were selected as research samples utilizing multistage random sampling technique. A survey quantitative research design was employed using questionnaire as an instrument to collect data thus developed evident from theories. The instrument comprised of five sections including demographic factors, factors influencing organizational citizenship behaviour namely job satisfaction, organizational commitment and servant leadership and organizational citizenship behaviour. Data was analyzed by using the mPlus program. Results of the study indicated that causal relationship model of teachers’ organizational citizenship behaviour is appropriately fit in accordance with the statistic values ( χ2 = 76.461, χ 2/df = 1.274, CFI = 0.994 , TLI = 0.990, SRMR = 0.027 and RMSEA = 0.030). In addition, result of the study revealed that all the three independent variables have significant direct influence toward organizational citizenship behaviour. Organizational commitment (β = 0.748) and servant leadership (β = 0.195) have positive, significant and direct influence but job satisfaction (β = -0.303) has negative, significant and direct influence on organizational citizenship behaviour at 0.01 level. School administrators should emphasize on servant leadership, organization commitment and job satisfaction in order to have overall influence on organizational citizenship behaviour. Keywords: Organizational citizenship behaviour; job satisfaction; organizational commitment; servant leadership

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Dr.Ashutosh Muduli, Sujata Sinha,. "Exploring the antecedents, drivers, and outcome of Behaviour-based safety: A literature review". Psychology and Education Journal 58, nr 1 (20.01.2021): 5578–81. http://dx.doi.org/10.17762/pae.v58i1.2176.

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Organisations good at managing safety tend to manage operations well. Safety culture is a subset of organisational culture and is the observable degree of effort with which all the organisation members exert their attention and action towards safety. People neither deterministically controlled by their environments nor entirely self-determining. They are in a state of reciprocal determinism with their settings, where they and their environments influence one another. Safety leadership can positively impact an individual’s safety-related behaviour by up to 86% and reduce accidents by around 35%. Evidence directs us towards safety culture and safety leadership as prominent precursors to workers' safety behaviour (WSB). This study conducts a rigorous review of approximately 20-25 published papers from 2000 to 2019, related articles in books and articles published in the corresponding field journals. The research evidence shows that Cooper's reciprocal model of safety culture encompassing psychological, behavioural and situational factors is well supported by most studies. They offer non- existent to a weak relationship between psychological factors and strong and steady situational and behavioural factors with the safety outcomes. Organisations should concentrate 80% of their safety culture improvement efforts on situational and behavioural factors to prevent process safety and SIF’(Significant incidents and fatalities). Behavioural-based safety (BBS) process serves as a comprehensive tool in altering at-risk behaviour positively. BBS will help the practitioners design enhanced BBS intervention for a more sustainable and persistent impact on workers' safety behaviour (WSB). Further research should be undertaken to establish the empirical links of safety culture and safety leadership constructs with safe outcomes.

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Hume, Linda, Nadia Khan i Martin Reilly. "Building capable environments using practice leadership". Tizard Learning Disability Review 26, nr 1 (22.02.2021): 1–8. http://dx.doi.org/10.1108/tldr-07-2020-0017.

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Purpose The purpose of this paper is to outline the development and piloting of a training intervention for social care staff that uses a capable environments framework to improve the quality of staff support. Design/methodology/approach A single case study was used to evaluate changes in the quality of staff support and in levels of engagement and challenging behaviour for one of the individuals supported. Findings The case study demonstrates the usefulness of the capable environments framework as a model for training and development of support planning. Staff provided more positive interaction and support to the individual, who displayed increased participation in activities and reductions in the occurrence and episodic severity of challenging behaviour. Originality/value Capable environments is a systematic, theoretically-driven approach, which is focussed on the quality of support design and provision for people with intellectual disability. The use of such a framework as an intervention assists staff in the provision of effective personalised supports, a foundation for positive behaviour support.

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Rajbhandari, Mani Man Singh, Smriti Rajbhandari i Coert Loock. "Relations- and task-oriented behaviour of school leaders: Cases from primary schools in Finland". South African Journal of Childhood Education 6, nr 1 (12.08.2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.360.

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<p>This research explores and compares two leadership behavioural styles – relations- and task-oriented behavioural styles – of school leaders in Finland. This study aimed to explore and understand the behavioural style of school leaders, specifically related to relations-oriented and task-oriented behaviour. Three schools in Finland were selected. In-depth interviews were conducted with school principals, as school leaders, and other school actors, such as vice<br />principals, teachers, special-education teachers, and administrative staff members. The results suggest that leadership behavioural styles in terms of relations-oriented and task-oriented behaviour are equally important for accommodating changes and development in schools. The results suggest that relations-oriented behaviour was preferred by those who had been in the organisation for a longer time. The task-oriented behavioural style was found to be adopted when changes were required by the municipality (school district), which needed to be urgently addressed to meet the current requirements for school infrastructural development and changes in the educational system. In addition, the school leaders with task-oriented behaviour were more effective, while leaders with relations-oriented behaviour were efficient and generated social harmony. These findings suggest that contextual variations enabled flexibility in leadership behavioural style.</p>

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Teodorovic, Jelena, Slavica Sevkusic, Vladimir Dzinovic i Dusica Malinic. "Needs, problems and competencies of school principals in Serbia". Zbornik Instituta za pedagoska istrazivanja 52, nr 2 (2020): 275–330. http://dx.doi.org/10.2298/zipi2002275t.

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Educational leadership has an impact on school climate, teachers? practices and student outcomes. Having in mind its importance, in this paper we wanted to examine the barriers that school principals in Serbia face in their everyday work, solutions that they propose, leadership tasks that they deem important, as well as those competencies which they feel they need to improve. To those ends we conducted a mixed-method study in which 107 principals, teachers, school counsellors, and representatives of school authorities participated in focus groups and interviews, and 200 elementary and high school principals responded to a questionnaire about leadership. Our findings indicate a myriad of barriers, predominantly related to ineffective education policies, imprecise legislation, unprofessional behaviour of teachers and principals and problematic relationship with parents. We also found that the principals felt that they needed to greatly improve their competencies from all six areas of the Standards of the competencies of principals of educational institutions. The paper offers recommendations to policy makers about the needed improvements.

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Brandmo, Christian, Dijana Tiplic i Eyvind Elstad. "THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS’ LEADERSHIP MOTIVATION". Problems of Education in the 21st Century 58, nr 1 (25.03.2014): 27–38. http://dx.doi.org/10.33225/pec/14.58.27.

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This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals’ achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals’ achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals’ mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals’ efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals’ purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. Key words: accountability, achievement goals, educational leadership, school leaders’ motivation.

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Amirzan, Amirzan, Ilyas Ilyas, Muhammad Muhammad, Herizal Herizal i Husaini Abdullah. "The Characteristics of Teacher Leadership Behaviour in the Class of Physical Health Education (PJOK) at SMA Negeri 1 Simpang Tiga from the Academic Year 2020/2021". Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, nr 2 (24.06.2021): 3233–41. http://dx.doi.org/10.33258/birci.v4i2.2059.

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This research aims to investigate the extent to which the system or leadership style is owned and implemented by Physical Health Education (PJOK) teachers when they teach the students, both theoretical and practice, this is important because success in teaching is strongly influenced by various factors, one of which is the teacher attitude as behavior in the implementation of educational learning which is often referred to as a model or lead character. The data for this qualitative study derives from a questionnaire to 26 respondents namely, school leaders, school administration, students and PJOK teachers in SMA Negeri I Simpang Tiga. While the research question posed is "What type of leadership characteristics are generally the most dominant adopted or implemented by PJOK teachers at SMA Negeri I Simpang Tiga". Based on the results of data processing in the questionnaire, it can be concluded that in general the PJOK teachers at SMA Negeri I Simpang Tiga have implemented a "democratic" leadership type in nature.

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Rameshan, P. "Board stoops to conquer the CEO: end of a power struggle". Emerald Emerging Markets Case Studies 8, nr 2 (19.06.2018): 1–36. http://dx.doi.org/10.1108/eemcs-05-2017-0083.

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Subject area The case would be specifically useful in courses related to Corporate Governance, Board Dynamics, Leadership, Organizational Behaviour, Corporate Ethics and Strategic Management. Study level/applicability For Post-graduate/Doctoral and Executive Programme/Management Development Programme level courses in Corporate Governance, Board Dynamics, Leadership, Organizational Behaviour, Corporate Ethics and relevant areas of Strategic Management. Case overview The case relates to the imminent departure of Raamit Pell, the founding CEO of Xcelent Services, an educational service provider, to his parental organization at Kozerton after completing his current five-year term. Raamit had moved from Kozerton to become CEO of Xcelent Services. Many of Raamit’s senior executives at Xcelent were not happy about his decision to return. They felt that his departure at this moment might, on the one hand, slow down the ongoing major expansion plans and on the other aggravate a mutiny, under covert Board patronage involving a powerful clique of certain senior executives. The parental agency finally agreed to release him. On the day of Raamit’s farewell, where surprisingly even the clique members were present, many executives appeared sad. Observing the mood, Raamit wondered whether his decision to return to Kozerton was the right one. Expected learning outcomes To understand the internal governance, leadership and behavioural environment of a company. To understand the impact of internal power equations of a company on the morale of its people. To analyze both the inconsistency between the stated goals of the organization and the revealed actions of its top decision-makers; and the lack of restraint on the power struggle among the top actors of the organization. To identify effective strategies for addressing such issues in future so that their fallouts would be minimized. To relate the behaviour in an organization to the organizational behavioural theories related to leadership, corporate governance, corporate ethics, managerial behaviour and agency problems. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy.

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Naim, Sayada Jannatun, i Abu Hena Reza Hasan. "Concentration of Authority and Rent Seeking Behaviour in Bureaucracy: An Evidence of Ineffective Governance in Bangladesh". Journal of Social and Development Sciences 9, nr 1 (19.04.2018): 19–30. http://dx.doi.org/10.22610/jsds.v9i1.2165.

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Political leadership and public administration run the government of Bangladesh. Political wing is short tenured under a democratic system, but the public administration is permanent. An administrative process in Bangladesh made bureaucracy most powerful in the country. It has accountability to none but has controlling authority on all components of state including political leadership. This absolute power gives unlimited opportunity to administrative bureaucracy and other parts of the public administration of the country for exercising rent seeking behaviour. This paper evaluates the experience of common people of the country who used to interact with public administration for receiving public services using primary data collected through a field survey. The level of rent seeking is very high in public administration. The four major types of rent seeking behaviour among public officials are bribe, nepotism, and favouritism, use of official power to mischief common people and negligence to official duties and responsibilities. People used to suffer from rent seeking behaviour uniformly irrespective of their level of income and educational status. The root of rent seeking is the administrative bureaucracy. People face financial loss, delays in getting services from officials. It is necessary to reduce absolute power of public bureaucracy to control rent seeking of public administration.

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Subramanian, K. S., Vinita Sinha, Sonali Bhattacharya, Kaushik Chaudhary i Ravi Kulkarni. "A Literature Review on Human Behavioral Pattern through Social Media Use". International Journal of Cyber Behavior, Psychology and Learning 3, nr 2 (kwiecień 2013): 56–81. http://dx.doi.org/10.4018/ijcbpl.2013040105.

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Behaviour Informatics constitutes behavioral data construction, impact modeling, simulation, presentation, measurement, evaluation and behavior pattern/network analysis. With the incumbent of social media and its growing significance in work and personal life, researches in last few years examined patterns of use of social media and cognitive behavior. The present study is a literature review considering choice of media, intensity of use, perceived richness, as some of the predicting factors of social media use. It also encompasses available literature on interrelationship between patterns of use of social media with cognitive behavioral indicators such as personality, motivation, leadership, and quality of life. This review comprises of 146 research papers sourced from ScienceDirect, JSTOR, Emerald and EBSCO. Through the literature review, a predictive model has been suggested which can be utilized in decision making in employee life cycle right from recruitment, training, performance management, transition to succession planning.

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Patrick, Harold Andrew. "Editorial". Ushus - Journal of Business Management 13, nr 2 (15.06.2014): v—vi. http://dx.doi.org/10.12725/ujbm.27.0.

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This issue focuses on Organizational Citizenship Behaviour (OCB) and its influence on performance of employees in various organizational settings. The first three articles reinforce the fact that OCB is critical to organizations and do influence a number of output variables, thus increasing overall organizational effectiveness. The fourth article explores systematically foreign exchange in the Indian IT Sector. OCB over the last four decades has received a lot of attention and has contributed considerably to the literature of Psychology and Management. Individuals who make up organizations exhibit a range of behaviours from just maintaining affiliation to involving in extra role behaviour by going the extra mile for one’s own and the organization’s benefit. These discretionary behaviours not defined nor rewarded by organizations that go beyond job descriptions are termed OCB. These behaviours are positive for organizational sustainability and benefits both employees and managers. Sonam’s article on a mining company found positive relationship between leadership and OCB. Personality of employees and leadership was found to influence OCB. She recommends the use of personality tests in employee selection to increase the likelihood to exhibit OCB which will help improve organizational effectiveness. For leader to be effective there must be an adequate and reasonably well balanced development in areas such as thoroughness, fairness, communication and so on. Aditi, Sanjeela and Jain’s study focus on social expectations, desire for personal growth, values system, professional attitude, teaching methodology and skill’s effect on OCB of teachers in higher education. They found significant relationship between age and professional attitude, teaching methodology & skills, experience and value system, teaching methodology & skills, educational qualification and social expectation, desire for professional growth, value system and professional attitude. They suggest teachers to go beyond the syllabus, better work–life balance, faculty empowerment and a better remuneration as strategies for increased engagement and OCB.

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Miao, Qing, Nathan Eva, Alexander Newman, Ingrid Nielsen i Kendall Herbert. "Ethical Leadership and Unethical Pro‐Organisational Behaviour: The Mediating Mechanism of Reflective Moral Attentiveness". Applied Psychology 69, nr 3 (12.07.2019): 834–53. http://dx.doi.org/10.1111/apps.12210.

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Lim, Siew Hui, i Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia". Asian Journal of University Education 16, nr 2 (6.08.2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.

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Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school. Keywords: High Performing School, Instructional Leadership, Learning Organisation,

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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati i Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students". International Journal of Emerging Issues in Early Childhood Education 3, nr 1 (30.05.2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.

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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.

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Lamond, David. "Karpin on Management: Is That All Managers Should Be Doing?" Journal of Management & Organization 2, nr 1 (styczeń 1996): 21–35. http://dx.doi.org/10.1017/s1833367200006192.

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AbstractThe recent Karpin Committee report once again focused attention on managerial skills and competencies, as it prognosticated on the skills and knowledge required by current and future Australian managers, and the kinds of educational experiences necessary to foster them. In doing so, the report made critical assumptions about the kinds of functions and behaviours that can be properly called ‘managerial’. Indeed, leadership is elevated as the conspicuous task of managers (leaders?). But is this what managers should be doing?Closer examination of the Karpin model of ‘management’, in the broader context of the literature on management and managerial behaviour, shows that the Karpin view is narrow and partial — it ignores or devalues key managerial functions while promoting others. This is due, in part, to the fact that the committee's approach is devoid of any theoretical framework for designating particular behaviours as ‘managerial’. If the Karpin recommendations are to steer management education into the third millennium, the result will be, in turn, a narrow and partial educational experience.This paper argues for an approach to management education driven, not by a populist vision of managers simply as entrepreneurial leaders, but by an appreciation of the necessarily broader range of managerial functions and the way in which they are integrated. It proposes such an approach, derived from management theory and elaborated in the context of Australia and the Asia-Pacific region in the 1990s and beyond.

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Lamond, David. "Karpin on Management: Is That All Managers Should Be Doing?" Journal of the Australian and New Zealand Academy of Management 2, nr 1 (styczeń 1996): 21–35. http://dx.doi.org/10.5172/jmo.1996.2.1.21.

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AbstractThe recent Karpin Committee report once again focused attention on managerial skills and competencies, as it prognosticated on the skills and knowledge required by current and future Australian managers, and the kinds of educational experiences necessary to foster them. In doing so, the report made critical assumptions about the kinds of functions and behaviours that can be properly called ‘managerial’. Indeed, leadership is elevated as the conspicuous task of managers (leaders?). But is this what managers should be doing?Closer examination of the Karpin model of ‘management’, in the broader context of the literature on management and managerial behaviour, shows that the Karpin view is narrow and partial — it ignores or devalues key managerial functions while promoting others. This is due, in part, to the fact that the committee's approach is devoid of any theoretical framework for designating particular behaviours as ‘managerial’. If the Karpin recommendations are to steer management education into the third millennium, the result will be, in turn, a narrow and partial educational experience.This paper argues for an approach to management education driven, not by a populist vision of managers simply as entrepreneurial leaders, but by an appreciation of the necessarily broader range of managerial functions and the way in which they are integrated. It proposes such an approach, derived from management theory and elaborated in the context of Australia and the Asia-Pacific region in the 1990s and beyond.

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Jong, Nynke de, Karen D. Könings i Katarzyna Czabanowska. "The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health". Journal of University Teaching and Learning Practice 11, nr 3 (1.07.2014): 19–28. http://dx.doi.org/10.53761/1.11.3.3.

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The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly developing technologies, evolving expectations of the labour market and new health treats. Lifelong learning programmes for public health should address topics like planning, organisation, leadership, teamwork and research methods, and schools of public health should introduce innovative educational approaches that enable professionals to learn from the experiences of others. This paper describes the rationale for the development of a European online problem-based course on leadership for public health professionals in Europe, the first pilot evaluation and its impact on the final shape of the course. Problem-based learning (PBL) is an excellent approach for a course focused on lifelong learning, because it stimulates constructive, collaborative, and self-directed learning from authentic problems that are relevant to professional practice, and thereby facilitates the transfer of knowledge. Blended learning, which combines face-to-face and online learning, provides new opportunities for working professionals, enabling participation in international student teams and attendance of lectures by international experts without the need to travel. This makes blended problem-based learning a highly effective and efficient learning strategy for continuing professional development. The paper presents a structure for an online pilot leadership course underpinned by a review of the literature and developed and implemented by an international collaboration of four European universities. The curriculum consisted of eight sessions. Each session was developed and offered by a different university center. Two first sessions were delivered face-to-face and the other sessions were online. The seven-step approach of Maastricht University was suitable for a blended mode of PBL. Twelve public health professionals for NHS took part in the course and final evaluation. They found it difficult to use online communication tools for learning and professional activities. Based on the results of the pilot the leadership course was adapted. The training at the beginning was extended with information on behaviour during online sessions. Online practice sessions were integrated before the course. The problems were reformulated and build around a common theme. Educational institutions who would like to embark on a similar project, should consider complexities related to coordination, development and implementation of such a complex educational practice.

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Oduol, Truphena, i Sue Cornforth. "Ethical dilemmas in education: a case study of challenges faced by secondary school leaders in Kenya". Journal of Educational Administration 57, nr 6 (4.11.2019): 601–14. http://dx.doi.org/10.1108/jea-05-2017-0060.

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Purpose The purpose of this paper is to question the usefulness of Euro-Western concepts of principled ethical behaviour for school leaders in non-Euro-Western countries by examining the dilemmas faced by Kenyan educational leaders. Design/methodology/approach A single, multi-site case study methodological approach was used, and data gathered by means of semi-structured interviews with stakeholders: school principals, boards of governors, heads of department, school bursars and parents. Findings Findings highlighted the importance of contextual variables in influencing leaders’ decisions, indicative of the tension between liberal and communitarian ethical approaches. Although similar dilemmas were encountered to those working in euro-western contexts, Kenyan educational leaders faced the additional challenge of working with cultural values of Ubuntu: care for the whole community, harmonious working relationships, loyalty to one’s kin and respect of seniority. Furthermore, the problems they encountered were often life-threatening resulting from poverty, and HIV/Aids. Originality/value This paper contributes to the literature on ethics in educational leadership by proposing that the adoption of euro-western ethical standards and perspectives in non-Euro-Western countries is problematic, unless mitigated by a dialogic approach.

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Deveau, Roy, i Peter McGill. "Practice Leadership at the Front Line in Supporting People with Intellectual Disabilities and Challenging Behaviour: A Qualitative Study of Registered Managers of Community-based, Staffed Group homes". Journal of Applied Research in Intellectual Disabilities 29, nr 3 (25.03.2015): 266–77. http://dx.doi.org/10.1111/jar.12178.

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Toma, Madalina, Avril Blamey, Dawn Mahal, Nicola M. Gray, Laura Allison, Shobhan Thakore i Paul Bowie. "Multi-method evaluation of a national clinical fellowship programme to build leadership capacity for quality improvement". BMJ Open Quality 9, nr 4 (październik 2020): e000978. http://dx.doi.org/10.1136/bmjoq-2020-000978.

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BackgroundThis paper reports the results of the evaluation of the Scottish Quality and Safety Fellowship (SQSF)—a 10-month, lead-level international educational programme established in 2008 with the overarching aim of developing clinicians with advanced quality improvement knowledge, technical ability and essential leadership skills. The evaluation explores four levels of educational and practice outcomes associated with (1) the reaction of fellows to SQSF participation, (2) learning gained, (3) subsequent behaviour changes and (4) the overall impact on national and international level capability and capacity building.MethodsA theory-informed multi-method design was applied using (1) a search and review of the SQSF organisational database to tabulate personal, professional and demographic characteristics; (2) semi-structured telephone interviews with 16 participants using purposive and self-selected sampling; and (3) a cross-sectional online evaluation survey across all 10 cohorts involving 222 fellowsResultsSQSF was positively perceived as a high-quality learning experience containing a well-balanced mix of theory and practice, with a majority of respondents reporting career changing benefits. Most participants reported improved social, behavioural and emotional skills, knowledge and attitudes and, with sustained support of their host organisations, were able to apply and share learning in their workplace. The impact of the SQSF on a wider national and international level capability and capacity was both mediated and moderated by a wide range of interrelated contextual factors.ConclusionsThis multi-method evaluation demonstrates that SQSF has achieved significant positive outcomes for the great majority of participants. Some tentative recommendations are provided with the aim of further enhancing fellowship content, delivery, transfer and future evaluations of wider impacts at regional, national and international health system levels.

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Padden, Ciara. "Commentary on “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”". Tizard Learning Disability Review 21, nr 2 (4.04.2016): 103–7. http://dx.doi.org/10.1108/tldr-01-2016-0001.

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Purpose – The purpose of this paper is to provide a commentary on Stocks and Slater’s paper, “Training in positive behavioural support: increasing staff self-efficacy and positive outcome expectations”. Design/methodology/approach – This is a narrative review of staff training in positive behaviour support (PBS) and challenging behaviour, drawing on Stocks and Slater’s paper and the core staff competencies outlined in the PBS Competence Framework (PBS Coalition, 2015). Findings – Taking into consideration multiple outcome measures, including staff outcomes such as self-efficacy, changes in staff behaviour, and the impact on quality of life for service users, may provide a broader insight into the effects of staff training. Supports and systems such as hands-on training, supervision, and practice leadership are also important factors that are likely to lead to positive service user and staff outcomes. Originality/value – This commentary reflects on Stocks and Slater’s paper in the broader context of staff training outcomes and factors that contribute to high-quality services for people with learning disabilities and challenging behaviour.

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Argyriou, Argyrios, i George Iordanidis. "Management and Administration Issues in Greek Secondary Schools: Self-Evaluation of the Head Teacher Role". Education Research International 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/147310.

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This study investigated the importance school headmasters attach to a number of activities associated with the effective performance of their duties. This recording aims to examine the potential of these school headmasters to exercise their role and work within the highly bureaucratic and hierarchical Greek educational system. These activities include (a) establishment and realization of a common vision and mission of the school unit as well as its culture identification and formation, (b) teaching and tutoring of students, (c) management and development of the educational personnel, (d) conducting of administrative affairs and management of resources, and (e) good relations with parents, entities of external environment of the school unit, and the local community. The study found that the headmasters consider activities concerning their bureaucratic/conductive role as well as their leading behaviour as “very important” at very high percentages (over 70.0%). However, tasks involving them in administrative issues are, according to them, “less” up to “least important” so that their role is effectively fulfilled. Statistically significant diversifications have been observed in certain activities associated with the efficient performance of their duties in relation to their gender, years of experience in leadership position, and the size of the school unit.

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Tabbodi, Meimanat Lonita. "Effects of leadership behaviour on the faculty commitment of humanities departments in the University of Mysore, India: regarding factors of age group, educational qualifications and gender". Educational Studies 35, nr 1 (luty 2009): 21–26. http://dx.doi.org/10.1080/03055690802288510.

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Deveau, Roy, i Peter McGill. "Impact of practice leadership management style on staff experience in services for people with intellectual disability and challenging behaviour: A further examination and partial replication". Research in Developmental Disabilities 56 (wrzesień 2016): 160–64. http://dx.doi.org/10.1016/j.ridd.2016.05.020.

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Cooper, Vivien. "Commentary on a “unified approach to behaviours that challenge”: getting it right? A family carer perspective". Tizard Learning Disability Review 25, nr 3 (13.11.2020): 153–57. http://dx.doi.org/10.1108/tldr-08-2020-0022.

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Purpose The purpose of this paper is to provide an individual family-carer perspective on navigating the complex child, adult, education, health and social care systems focussing on what might be needed to get the right support in the right place at the right time for individuals with learning disabilities who display behaviour that challenges. Design/methodology/approach This is a conceptual analysis, drawing on lived experience, policy and practice. Findings Policy and best practice advocate a holistic, person-centred, outcome-focussed approach to supporting individuals with learning disabilities whose behaviour challenges, but the existing complex multiple organisational structures are not conducive to delivering this. Making the system work for people requires focussed leadership across all levels to co-ordinate and align the component parts. It is certainly possible to achieve, but it is currently unclear who will take responsibility for making this happen. Originality/value Families are often the only constant in the lives of people with disabilities. This commentary highlights what is important to and for families when attempts are made to get the right support in the right place at the right time for individuals with learning disabilities who display behaviour that challenges.

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Deveau, Roy. "Commentary on “Can active support improve job satisfaction?”". Tizard Learning Disability Review 21, nr 2 (4.04.2016): 61–64. http://dx.doi.org/10.1108/tldr-11-2015-0045.

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Purpose – The purpose of this paper is to provide a commentary on Rhodes and Toogood’s article on the possible relationship between Active Support training and staff job satisfaction. Design/methodology/approach – Rhodes and Toogood unusually and importantly include outcomes for both frontline staff and service users following an Active Support intervention. This commentary builds upon this approach by drawing on ideas recently raised by Deveau and McGill (2015). Findings – A number of important themes are identified including the mutuality of direct support staff (DSS) and service user experience, the significance of considering both the formal and informal aspects of organisational culture and the value of employing a complexity theory perspective. Originality/value – Effective public services require an understanding of the factors influencing the behaviour of public service staff. In intellectual disability services, positive outcomes can only be obtained through a broader appreciation of the drivers of DSS behaviour, especially the roles played by culture and leadership.

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Edwards, Annette, Viv Barros D'Sa i Fiona Hicks. "Rethinking priorities: experience of an educational initiative to change attitudes, behaviours and clinical practice in end-of-life care". BMJ Supportive & Palliative Care 9, nr 1 (8.05.2017): 54–59. http://dx.doi.org/10.1136/bmjspcare-2017-001308.

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To implement the National End of Life Care strategy and enable more people to express and achieve their preferences about care at the end of life, senior clinicians outside palliative medicine need to make it a routine part of their practice. However, it is acknowledged that recognising that people are entering the last phase of their illness is not always straightforward, and having conversations about aims of treatment and planning for future care may not be easy. In order to begin to address these challenges, funding was sought from the Yorkshire and the Humber Strategic Health Authority (SHA), and subsequently Health Education England, Yorkshire and the Humber (HEEYH), to pilot a development programme in 2 acute trusts. 2 palliative medicine consultants shared the trainer role at each site, supporting hospital consultants from a range of specialties, with a GP to give a community perspective. The programme involved individual clinicians identifying their own learning needs and specific issues for end-of-life care in their patients. The group met together monthly in action learning sets to discuss issues in a safe yet challenging environment. Following evaluation using a combination of training needs analyses, feedback questionnaires, audits and service evaluations, it was modified slightly and repiloted in 2 further trusts as ‘Rethinking Priorities’. This paper describes the programme and its outcomes, especially in relation to participants' learning, service development and leadership. It also highlights the challenges, including different learning styles, the concept of action learning, obtaining funding and dedicated time, and how to evaluate the effectiveness of a programme. Overall, it suggests that an educational initiative based on clinicians identifying their own learning needs, and using an action learning approach to explore issues with other colleagues, with the addition of some targeted sessions, can result in positive change in knowledge, behaviour and clinical practice.

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Antinienė, Dalia, i Rosita Lekavičienė. "EMPATHY AND ITS FACTORS: EMPIRICAL STUDY". Baltic Journal of Sport and Health Sciences 4, nr 99 (2015): 8–15. http://dx.doi.org/10.33607/bjshs.v4i99.97.

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Background. The level of personality’s empathy largely determines altruistic behaviour and the quality of interpersonal relationships rendering the relevance of research indubitable. In psychology, empathy is classified into emotional/affective, cognitive and predictive. This study analyses affective empathy and aims to find out which personality traits related to self-perception, effectiveness in interpersonal relationships and sociodemographics are linked to empathy. Methods. Research participants were schoolchildren, students, unemployed and employed individuals, inmates of imprisonment institutions and other young people. The target group was youth from 17 to 27 years of age, M =19.7, N =1400. An original measurement technique the psychometric quality indicators of which were sufficient (Cronbach’s alpha reached .81) was used to research empathy. Results. The means of Spearman’s correlation coefficients revealed that empathy was related to self-irony (r = .19, p ≤ .001), externality (r = .14; p ≤ .05), positive self-evaluation (r = .47; p ≤ .001), leadership disposition (r = .17; p ≤ .05), etc. Mann-Whitney and Kruskal-Wallis tests revealed that women (Mean Rank = 274.88) were more empathic than men (Mean rank = 139.78; p ≤ .001), young people with higher education (Mean Rank = 234.62) were more empathic than those with no or some education (Mean Rank = 161.06; p ≤ .001), etc. Conclusion. Research revealed that empathy was related to personal-psychological traits: self-irony, externality, positive self-evaluation, leadership disposition, general state of health, etc. The research highlighted the differences of empathy in different genders and revealed that women were more empathic than men. The research participants with high educational achievements exhibited the highest level of empathy.

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Baker, Peter, i John Shephard. "Reflections on the periodic service review as a practice leadership tool in services for people with intellectual disabilities and challenging behaviour". Tizard Learning Disability Review 15, nr 3 (16.08.2010): 29–32. http://dx.doi.org/10.5042/tldr.2010.0402.

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Truglia, Francesco Giovanni, i Alessandro Zeli. "Spatial analysis of economic and social determinants of vote: the case of the European Parliament and constitutional referendum votes in Italy". Italian Political Science Review/Rivista Italiana di Scienza Politica 50, nr 2 (13.09.2019): 173–90. http://dx.doi.org/10.1017/ipo.2019.29.

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AbstractThe 2014 European Parliament election and the 2016 Constitutional Referendum in Italy occurred in the middle of two general elections. These votes, taking place respectively at the beginning and the end of the government led by Matteo Renzi of the Democratic Party (PD), represented a public test of the PD leadership. The election results were diverse in many respects, but they replicate social, economic, political, and cultural differences. In particular, between the two electoral exercises the differential electoral behaviour of South compared with the rest of the country is deepened. Moreover, the results can be interpreted as the outcome of differences in age, educational levels, social, and economic unrest; all these variables are synthesized by the territorial distribution of the vote and this helps in interpreting the evolution of political sentiment in Italy. A spatial statistics methodology is utilized to analyse votes by means of their territorial distributions. The outcomes indicate that referendum result was influenced by the economic vote. Apart from the substance of the constitutional reform, the referendum result can be traced back to economic factors: the absence of perceived economic improvements and the persistence of high unemployment.

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Lowe, Kathy, Edwin Jones, Shelley Horwood, Diane Gray, Wendy James, Jock Andrew i David Allen. "The evaluation of periodic service review (PSR) as a practice leadership tool in services for people with intellectual disabilities and challenging behaviour". Tizard Learning Disability Review 15, nr 3 (16.08.2010): 17–28. http://dx.doi.org/10.5042/tldr.2010.0401.

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Baskan, Gulsun Atanur. "Editor message". Contemporary Educational Researches Journal 7, nr 1 (24.07.2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.

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Dear Readers, It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume. A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue. Best regards, Prof. Dr. Gulsun Atanur Baskan Editor – in Chief

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Dimopoulos, Andreas. "Educational Leadership Effectiveness. Is it a Matter of a Leader’s Characteristics, Behaviors, or Leadership Style?" Journal of Economics and Management Sciences 3, nr 1 (22.02.2020): p13. http://dx.doi.org/10.30560/jems.v3n1p13.

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Leadership in education has been examined in depth until nowadays regarding among others the most common models of leadership, the personal characteristics and profile of charismatic leaders, the principal leadership style and behavior. Notwithstanding, to the best of our knowledge so far, there is space for additional examination as far as for educational leadership effectiveness regarding these factors. This study aims to investigate the outcomes of educational leadership considering the most important components of leadership which are the leader characteristics’, behaviors’ and the most common exercised styles. Furthermore, a purpose of this study is to explore interconnections and correlations among leader characteristics’, behaviors, leadership styles and effectiveness. According to literature review, there is no clear answer in the question of which one component among leadership styles’, personal characteristics’ and behaviors’ is more significant and contribute more to leadership effectiveness. Research has shown that all these elements are fundamental and are considered all important for educational effectiveness. It is also argued that there is a strong interconnection between them as individual parts in an integrated system, which each one separately has its relative influence in educational leadership effectiveness. Also, there is a broad tendency for agreement according to which educational leadership effectiveness depends on many other factors apart from characteristics’, styles and behaviors’, such as timing, special conditions, legislation, personnel qualifications, expected outcomes’ importance, facilities and many others. Apart from these independent factors it is worth to mention that different leadership styles have different positive or negative outcomes to different stake holders. Therefore, it is hard to isolate and to define which of those components are more significant for leadership effectiveness.

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Alkrdem, Mofareh. "Technological Leadership Behavior Of High School Headteachers In Asir Region, Saudi Arabia". Journal of International Education Research (JIER) 10, nr 2 (28.03.2014): 95–100. http://dx.doi.org/10.19030/jier.v10i2.8510.

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The purpose of this study is to examine the technological leadership behaviors of Saudi Arabian high school regarding the supply and use of educational technologies based on the educational technology standards developed and approved for school headteachers in many countries. The study was carried out with 135 high school headteachers. In the study, the survey research design was used, and the research data were collected via a questionnaire. For the analysis of the data, ANOVA and t-tests were applied. The results indicated that the headteachers generally demonstrated a high level of technological leadership behavior, in general, in providing and using of educational technologies. In addition, the technological leadership behavior of the headteachers did not differ with respect to their gender, study field, level of education, and their experience in leadership.

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Martins, María José, i Marli Silva. "CONDUTAS AGRESSIVAS, BULLYING E INTEGRAÇÃO SOCIAL EM CRIANÇAS EM IDADE ESCOLAR". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, nr 1 (10.09.2016): 499. http://dx.doi.org/10.17060/ijodaep.2014.n1.v1.397.

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Abstract:AGGRESSIVE CONDUCTS, BULLYING AND SOCIAL ADJUSTMENT OF CHILDRENIn recent years, either aggressive behaviour or bullying has come to be a growing concern for the educational community. There has been much research on this phenomenon but most have focused on schools in urban contexts. This investigation sought to: Obtain data that allow knowing the type and frequency of bullying on children, as well as identify the places where it occurs most often in a rural school. Know the relation between the social adjustment in the peer group (through the sociometric status) and the several patterns of social behaviour, namely prosocial behaviours, leadership, social isolation and particularly, aggression and victimization (either in the self perspective or the peer perspective). Thereby, two questionnaires were administered to 87 children: An adaptation of the self-report about aggressiveness between students in school (QAEANE) by Pereira (1994), consisting of 10 questions about bullying occurrences from the victim and aggressor’s perspective and the places where it occurs; A questionnaire for the peers based on peer selection (QNP), consisting of two parts: the first one, with 4 questions, studies the sociometry (index of preferences and rejections) and the second one, with 5 questions, studies the attributes perceived by peers (aggression, social isolation, leadership; prosocial behaviour and victimization). The results allowed to conclude that bullying also occurs in rural contexts but less frequently when compared with Pereira’s data (2008), obtained in urban areas, where the most recurrent place for bullying is the playground. It has also been found that both bullies and victims are more rejected by peers than those not involved. We discuss some ways to prevent these behaviours in Primary School.Keywords: Bullying, aggression, victimization, social adjustmentResumo:Nos últimos anos, quer os comportamentos agressivos, quer o bullying têm vindo a constituir uma crescente preocupação para a comunidade educativa. Tem havido muita investigação sobre este fenómeno mas a maioria tem incidido em escolas situadas em contextos urbanos. Os objetivos da investigação que se apresenta foram: Obter dados que permitam conhecer o tipo e a frequência de bullying em crianças, bem como identificar quais os locais mais frequentes onde ocorre numa escola situada numa zona rural. Conhecer qual a relação entre a integração social no grupo de pares (através do estatuto sociométrico) e os vários padrões de comportamento social, nomeadamente comportamentos pró-sociais, liderança, isolamento social e, em particular, agressão e vitimação (quer na perspetiva do próprio, quer na perspetiva dos pares). Deste modo, dois questionários foram aplicados a 87 crianças: uma adaptação do questionário de autorrelato sobre agressividade entre alunos na escola (QAEANE) de Pereira (1994) (composto por 10 perguntas, relativas às ocorrências de bullying, na perspetiva da vítima e do agressor, bem como sobre os locais em que ocorre); e um questionário de heterorrelato, isto é, de nomeação de pares (QNP), composto por duas partes: a primeiracom 4 perguntas que estuda a sociometria (índices de preferências e rejeições) e a segunda com 5 perguntas permitindo estudar os atributos percebidos pelos colegas (agressão; isolamento social; liderança; conduta pró-social e vitimação). Os resultados permitiram concluir que o bullying também ocorre em zonas rurais mas de forma bastante menos frequente quando se compara com os dados de Pereira (2008) obtidos em zonas urbanas e que o local mais frequente onde ocorre é o recreio. Verificou-se ainda que quer os agressores, quer as vítimas são mais rejeitados pelos pares do que os não envolvidos. Discutem-se algumas formas de prevenção destes comportamentos no 1.º ciclo do ensino básico.Palavras chave: Bullying, agressão, vimação, integração social

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White, Michelle C., Kirsten Randall, Vaonandianina A. Ravelojaona, Hery H. Andriamanjato, Vanessa Andean, James Callahan, Mark G. Shrime, Stephanie Russ, Andrew J. M. Leather i Nick Sevdalis. "Sustainability of using the WHO surgical safety checklist: a mixed-methods longitudinal evaluation following a nationwide blended educational implementation strategy in Madagascar". BMJ Global Health 3, nr 6 (grudzień 2018): e001104. http://dx.doi.org/10.1136/bmjgh-2018-001104.

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BackgroundThe WHO Surgical Safety Checklist reduces postoperative complications by up to 50% with the biggest gains in low-income and middle-income countries (LMICs). However in LMICs, checklist use is sporadic and widespread implementation has hitherto been unsuccessful. In 2015/2016, we partnered with the Madagascar Ministry of Health to undertake nationwide implementation of the checklist. We report a longitudinal evaluation of checklist use at 12–18 months postimplementation.MethodsHospitals were identified from the original cohort using purposive sampling. Using a concurrent triangulation mixed-methods design, the primary outcome was self-reported checklist use. Secondary outcomes included use of basic safety processes, assessment of team behaviour, predictors of checklist use, impact on individuals and organisational culture and identification of barriers. Data were collected during 1-day hospital visits using validated questionnaires, WHO Behaviourally Adjusted Rating Scale (WHOBARS) assessment tool and focus groups and analysed using descriptive statistics, multivariate linear regression and thematic analysis.Results175 individuals from 14 hospitals participated. 74% reported sustained checklist use after 15 months. Mean WHOBARS scores were high, indicating good team engagement. Sustained checklist use was associated with an improved overall understanding of patient safety but not with WHOBARS, hospital size or surgical volume. 87% reported improved understanding of patient safety and 83% increased job satisfaction. Thematic analysis identified improvements in hospital culture (teamwork and communication, preparation and organisation, trust and confidence) and hospital practice (pulse oximetry, timing of antibiotic prophylaxis, introduction of a surgical count). Lack of time in an emergency and obstructive leadership were the greatest implementation barriers.Conclusion74% of participants reported sustained checklist use 12–18 months following nationwide implementation in Madagascar, with associated improvements in job satisfaction, culture and compliance with safety procedures. Further work is required to examine this implementation model in other countries.

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Özdemir, Servet, Ömür Çoban i Süheyla Bozkurt. "Examination of the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions". Pegem Eğitim ve Öğretim Dergisi 10, nr 2 (8.04.2020): 399–426. http://dx.doi.org/10.14527/pegegog.2020.014.

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This study aims to examine the relationship between school principals’ 21st century skills and their strategic leadership according to teachers’ opinions. In this quantitative research, a descriptive model that describes the situation was used. The study was conducted in Ankara, and 424 teachers joined the study. To get data from teachers, two scales were used: 21st Century Educational Administrators’ Skills Scale and Strategic Leadership Scale. In order to determine the level of school principals’ 21st century skills and their strategic leadership, descriptive analysis was used as well as Pearson Correlation Analysis and Regression analysis. There were significant positive relationships between all dimensions of educational administrators’ 21st century skills and strategic leadership behaviors. Besides, education managers’ 21st century skills were found to be a significant predictor of their strategic leadership behaviors. As a result of the research, it was revealed that information literacy, technology literacy, accountability, leadership and responsibility were significant predictors of managerial leadership behavior. School administrators need to increase their levels of knowledge literacy, technological literacy, accountability, leadership, and responsibility skills in order to improve their managerial leadership behaviors.

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Surapuramath, Dr Kotreshwaraswamy A. "A Study on Leadership Behavior of Heads of Colleges of Education of Bangalore District". Indian Journal of Applied Research 3, nr 11 (1.10.2011): 146–47. http://dx.doi.org/10.15373/2249555x/nov2013/49.

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Bilal, Ahmad Raza, Tehreem Fatima i Muhammad Kashif Imran. "Does shared leadership fosters taking charge behaviors? A post-heroic leadership perspective in the public sector higher educational institutes". International Journal of Public Leadership 15, nr 3 (12.08.2019): 137–54. http://dx.doi.org/10.1108/ijpl-04-2019-0016.

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Purpose The purpose of this paper is to advance the theoretical perspective of complexity leadership paradigm to introduce shared leadership style as a precursor of taking charge behavior in public sector higher educational institutions (HEIs) of Pakistan. Moreover, this study unveils the underlying mechanisms of the climate of initiative and psychological safety for clarifying the link of shared leadership and taking charge. Design/methodology/approach The multi-source and multi-wave data were analyzed by employing double mediation analysis (PROCESS Model 4); using 282 valid responses obtained from a proportionate stratified sample of faculty members working in public sector HEIs of Pakistan. Findings The result indicates that shared leadership is a suitable style for governing the public sector HEIs and it fosters taking charge behavior in teaching faculty. Additionally, shared leadership creates climates that support initiatives and are psychologically safe that set stage for taking charge behaviors in teaching faculty of public sector HEIs of Pakistan. Originality/value This research has filled the gap of focusing on more collaborative leadership styles instead of traditional vertical leadership practices in public sector HEIs of Pakistan. Theoretically, this study suggests new insights into the contextual antecedents and mediating mechanisms of taking charge behaviors.

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