Artykuły w czasopismach na temat „Novice leaders”
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Anthony, Anika Ball, Belinda G. Gimbert, Jeremy B. Luke i Marie Hoffman Hurt. "Distributed Leadership in Context: Teacher Leaders’ Contributions to Novice Teacher Induction". Journal of School Leadership 29, nr 1 (styczeń 2019): 54–83. http://dx.doi.org/10.1177/1052684618825086.
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Research has affirmed the importance of principals and mentors in supporting novice teachers; however, little is known about how teacher leaders contribute to this work. We employed a mixed methods design to examine teacher leaders’ contributions to induction by surveying principals, teachers, and other staff ( n = 246) and interviewing teacher leaders ( n = 8). We analyzed data using rank-order and constant comparative analyses. Teacher induction tasks were distributed across teacher leaders, principals, mentor teachers, and other positions. Teacher leaders primarily contributed to professional development and promoting collaboration. They mediated support from colleagues by advancing principal-initiated structures for collaboration, referring novice teachers to experienced teachers, requesting principal support, and recommending induction program improvements. Findings have implications for how leader preparation programs and central office supervisors prepare and support principals and teacher leaders with communicating responsibilities, monitoring workloads, and coordinating distributed leadership for school improvement, particularly in the context of supporting novice teachers.
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Bettini, Elizabeth A., Nathan D. Jones, Mary T. Brownell, Maureen A. Conroy i Walter L. Leite. "Relationships Between Novice Teachers’ Social Resources and Workload Manageability". Journal of Special Education 52, nr 2 (14.05.2018): 113–26. http://dx.doi.org/10.1177/0022466918775432.
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Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads. Therefore, we examined how school social resources contribute to novice SETs’ and general education teachers’ (GETs) perceptions of workload manageability. We found that novice SETs’ perceptions of workload manageability were predicted by instructional interactions with colleagues and schools’ cultures of collective responsibility for students with disabilities, but not by instructional interactions with mentors. The pattern of relationships differed for GETs, suggesting different populations of novices may benefit from different supports.
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Buntyn, Diane. "A letter to novice nurse leaders". Nursing Management (Springhouse) 49, nr 7 (lipiec 2018): 52–53. http://dx.doi.org/10.1097/01.numa.0000538921.91277.13.
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McKee, Allison. "Introduction to Training Peer Leaders Workshop-Style at the University of Houston-Downtown". Advances in Peer-Led Learning, nr 3 (2023): 98–102. http://dx.doi.org/10.54935/apll2023-01-08-98.
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The training of Peer Leaders at the University of Houston-Downtown (UHD) differs from other institutions that have implemented Peer-Led Team Learning (PLTL). For over a decade, peer leader training has been treated as its own kind of workshop. This requires the position of a training coordinator, an experienced peer leader whose job is to prepare incoming peer leaders in how the workshop is supposed to be conducted, as well as to consider possible scenarios that may occur and other considerations that peer leaders may encounter when working with other students. Facilitating the preparation of peer leaders in the same workshop style that they would use helps to build camaraderie between the novice peer leaders and lets them experience the group learning environment firsthand before running workshops on their own.
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Cann, Colette, i Janette Hernandez. "Dealing with resistant teachers while maintaining the vision: How novice social justice leaders “do” instructional leadership". Journal of Transformative Leadership & Policy Studies 2, nr 1 (1.05.2010): 47–64. http://dx.doi.org/10.36851/jtlps.v2i1.457.
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This research examines how novice social justice leaders provide instructional leadership to underperforming, resistant teachers in urban schools. Using a critical race theoretical framework, we analyze seventy-five oral stories told by novice leaders during a leadership support program. We find that these leaders, limited in their repertoire of strategies and motivated to quickly improve the classroom experiences of their youth, define instructional leadership as monitoring and “evaluating out” teachers who do not meet their expectations for instruction. Such instructional leadership results in what we term “hyper-bureaucratized” actions and a lack of emphasis on relationship building with teachers. This compromised conception of instruction leadership, though, allows them to continue to advocate for students even when their own lack of experience impedes their ability to support underperforming teachers to improve classroom instruction. Thus, novice social justice leaders are buoyed in their work and commitment to transformative leadership, even as they struggle to support underperforming teachers.
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Galinsky, M. David. "For Experienced Group Leaders, not for the Novice". Contemporary Psychology: A Journal of Reviews 38, nr 6 (czerwiec 1993): 591. http://dx.doi.org/10.1037/033398.
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Eslinger, James C. "Equity-centered school leaders". Phi Delta Kappan 105, nr 4 (grudzień 2023): 20–25. http://dx.doi.org/10.1177/00317217231219400.
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Ohio’s Columbus City Schools developed a new urban grow-your-own principal pipeline. This pipeline emphasizes the cultivation of equity-centered principals who can address educational and social disparities in transformative and sustainable ways. Drawing from research and professional literature and from district and stakeholder engagements, author James C. Eslinger outlines six interrelated critical dispositions that need to be nurtured within school leaders. He demonstrates how these dispositions are integrated in the recruitment, preparation, and induction of aspiring and novice school leaders in the district. These dispositions are key drivers for leaders’ beliefs and practices to advance equity in schools and beyond.
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Wells, Robyn, i Xinhui Zhu. "A field study on marching band members’ workload assessment". Work 67, nr 4 (22.12.2020): 895–901. http://dx.doi.org/10.3233/wor-203340.
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BACKGROUND: Marching band activities consist of both physically and cognitively demanding tasks. The demands that this activity has on players has largely been unstudied. OBJECTIVE: The goal of this study was to investigate the effects of players’ experience level, role, and gender on the workload of marching band players via a field study. METHODS: Surveys were issued during one game day to the Oregon State University Marching Band (OSUMB) in the fall of 2017. Increments of discomfort ratings and workload ratings were gathered. The three independent variables were experience level (novice or experienced), role (leader or non-leader), and gender. RESULTS: Novice players had a higher discomfort for their left hand and a higher level of cognitive demand as opposed to experienced players. Leaders had a higher increment of discomfort in their neck and upper back, and higher workload ratings in their performance workload and overall weighted workload than the non-leaders. Gender had no effect on increment of discomfort and workload, but some trends were noted. CONCLUSIONS: This study indicates that players’ role and experience, but not gender, can influence their workloads and discomfort.
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Borko, Hilda, Karen Koellner i Jennifer Jacobs. "Examining novice teacher leaders’ facilitation of mathematics professional development". Journal of Mathematical Behavior 33 (marzec 2014): 149–67. http://dx.doi.org/10.1016/j.jmathb.2013.11.003.
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Taylor, Teresa Z., Joseph Psotka i Peter Legree. "Relationships among applications of tacit knowledge and transformational/transactional leader styles". Leadership & Organization Development Journal 36, nr 2 (7.04.2015): 120–36. http://dx.doi.org/10.1108/lodj-01-2013-0008.
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Purpose – The purpose of this paper is to examine intercorrelational relations among the self-report behavioral construct Multifactor Leadership Questionnaire (MLQ) 5X transformational and transactional subscales and the Tacit Knowledge for Military Leaders Inventory (TKML) leader-level specific situational judgment test scenarios. Design/methodology/approach – In total, two leadership measures, the behavioral construct MLQ and the cognitive construct TKML assess different aspects of how a leader functions and were administered to 125 active US Army officers representing three leader levels: platoon, company, and battalion. The authors examine the intercorrelational relationship between these two measures. Findings – Results show a correlational pattern that contours the evolution of a leader’s skills (from novice platoon leader to expert battalion leader), with the strongest correlation at the higher leader levels. Research limitations/implications – The decision to restrict the number of TKML scenarios provided to respondents and to administer the MLQ and TKML to the same sample is considered a limitation. Practical implications – Pairing the MLQ and TKML makes use of self-reported leader behaviors with maximal assessment scales that directly assess respondents’ understanding of what the best approaches to good leadership are. Social implications – Response patterns from both measures permits direct counseling on the misconceptions about leadership to create better leaders. Originality/value – No previous research has examined correlative relations among the scales/subscales of the MLQ and TKML.
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Tahir, Lokman Mohd, Narina A. Samah, Mohd Hilmi Hamzah, Abdul Halim Abdullah, Mohd Fadzli Ali i Sanitah Mohd Yusof. "Initial Challenges and Possible Useful Countering Strategies: Perspectives From Malaysian Novice Principals". SAGE Open 11, nr 1 (styczeń 2021): 215824402110000. http://dx.doi.org/10.1177/21582440211000052.
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As school leaders, novice principals faced some challenges within the first years of their leadership journey. This mixed-methods study explores the initial challenges faced by novice principals while leading their schools. At the same time, their countering strategies in handling the initial challenges are also being explored. A total of 168 novice principals responded to all items within a questionnaire on their initial challenges and their useful strategies to overcome the challenges. In addition, 11 novice principals were interviewed for in-depth information on their challenges and possible strategies in overcoming them. Findings revealed that dealing with a previous principal’s legacy and heavy workloads were major challenges faced by novice principals. In terms of their countering strategies, novice principals employed various approaches such as organizing an initial meeting with teachers, getting parents involved in school activities, and sharing leadership practice.
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Mthiyane, Siphiwe E., i Callie Grant. "Re-imagining novice teachers as leaders in building a community of educational leaders and researchers". Africa Education Review 10, sup1 (16.12.2013): S207—S225. http://dx.doi.org/10.1080/18146627.2013.855445.
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Ahmed, Aisha. "Pre-Appointment Leadership Training Need for Survival of Novice School Leaders". Academy of Education and Social Sciences Review 3, nr 4 (30.11.2023): 385–97. http://dx.doi.org/10.48112/aessr.v3i4.649.
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This study aims to find out the effectiveness of pre-appointment leadership-focused training for newly appointed school leaders. It also aims to highlight the challenges faced by the novice leaders. School plays a vital role in the development of a nation. Therefore, it is imperative to the study of those who are responsible to lead the schools. The constant questions on the effectiveness of the public schools in Karachi have sown the seed for this study whereby it attempts to explore the school leadership preparedness of the school leaders who take the important position as part of step-up transition. A qualitative study was conducted using semi-structured interviews with sample size of 20 school heads through purposive and snowball sampling. The research findings reveal the absence of pre-appointment leadership training, compromised in-service training and the challenges faced by the novice school leaders. The research findings provide a strong standing for establishing the need of pre-appointment training for school leaders in the public schools of Karachi. The study put forward the insights to those who become school heads and may assist in understanding the complication of the career transition and enable to deal with it suitably in their own context.
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Zulkifly, Zuriana, Muhammad Faizal A. Ghani i Faisol Elham. "The Challenge of Entrepreneurial Leadership Secondary School Leader in Malaysia". Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 9, nr 02 (15.11.2023): 171–78. http://dx.doi.org/10.32678/tarbawi.v9i02.9154.
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This study explores the need to develop an entrepreneurial leadership model for school leaders and identify the challenges faced in practising entrepreneurial leadership in management. A qualitative study design was used to meet the study's aims. The study was conducted through semi-structured interviews with six respondents who were school leaders in Malaysia. The data was analyzed using thematic analysis, where the researcher gave codes to the selected research data to produce themes and research reports. The study findings have found three main challenges school leaders face in implementing entrepreneurial leadership: workload, the leader's knowledge of leadership and the acceptance of organizational members. This study also found several strategies for facing the challenges: effective two-way communication, knowledge sharing, guiding novice teachers (mentors), and support from all levels and facility facilities. The study's implications found that school leaders still need this entrepreneurial leadership model as a leadership guide towards school excellence even though there are challenges in applying the model.
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Blose, Sibonelo, Bongani Nhlanhla Mkhize, Sihle Siyabonga Ngidi i Phumlani Erasmus Myende. "Construction of self as a principal: Meanings gleaned from narratives of novice school principals". South African Journal of Education 42, nr 2 (31.05.2022): 1–10. http://dx.doi.org/10.15700/saje.v42n2a2018.
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It is assumed that individuals’ cognitions of who they are in a particular social structure influence their behaviour in that space. Likewise, school principals’ cognition of who they are in schools as social structures influences how they behave as leaders. In this article, we use the role identity theory as a framework to analyse novice principals’ narratives of lived experiences to understand how they construct themselves as principals in schools and how these constructions influence their execution of leadership. Positioned within the interpretivist paradigm, we adopted the narrative inquiry methodology to engage with the lived experiences of 3 purposively selected novice principals from the Pinetown district in KwaZulu-Natal. The narrative interview was employed to generate field texts, which were subsequently analysed using 2 methods: narrative analysis and analysis of narratives. From our analysis of field texts, 4 themes explaining how the participating novice principals construct themselves as school principals were identified; these themes are: a leader as a learner, re-establishing oneself as a leader, spanning boundaries, and leading to inspire. From these themes, we conclude that a principal’s conception of self is dynamic and is a blend of multiple meanings generated prior to becoming a principal and meanings generated during the principalship tenure.
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Kragt, Darja, i Hannes Guenter. "Why and when leadership training predicts effectiveness". Leadership & Organization Development Journal 39, nr 3 (8.05.2018): 406–18. http://dx.doi.org/10.1108/lodj-11-2016-0298.
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Purpose The purpose of this paper is to build and test an integrative model of leader identity as an important mechanism explaining why reactions to leadership training associate with leader effectiveness. It is proposed that this mediation relationship is conditional on leadership experience (i.e. time in a formal managerial role), such that it will be weaker for more experienced leaders because they already possess complex leadership-related knowledge and skills. Design/methodology/approach Hypotheses were tested using a sample of German managers (n=196) in formal leadership positions (i.e. with direct subordinates) across a range of industries. Data were collected using online questionnaires. The proposed first-stage mediation model was tested using the structural equation approach. Findings Leader identity was found to mediate the relationship between reactions to leadership training and leader effectiveness. This mediation was conditional upon leadership experience, such that the indirect effect only held for less, but not for more, experienced leaders. Research limitations/implications The findings should be interpreted with caution because all data are self-report and cross-sectional. Practical implications Leadership training for senior leaders should qualitatively differ (in terms of content and length) from that for novice leaders. Originality/value Leadership training can substantially improve managers’ ability to lead effectively. The present study is the first to establish leader identity as a motivational mechanism that explains this relationship. This is also the first study to test for the role of leadership experience in leader development.
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Wijaya, Alberik Ryan Tendy, i Anastasia Nelladia Cendra. "BETWEEN TWO WORLDS: INDONESIAN NOVICE EFL TEACHERS’ TENSIONS AND NEEDED SUPPORTS DURING PANDEMIC". TEFLIN Journal-A publication on the teaching and learning of English 34, nr 1 (10.04.2023): 157. http://dx.doi.org/10.15639/teflinjournal.v34i1/157-175.
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The abrupt changes in the situation and policy caused by the COVID-19 pandemic might dwindle novice teachers’ well-being and add more pressure to their minds that are already clouded with uncertainty. If left untouched, it is more than likely that they would quit teaching entirely. Nevertheless, while challenges, struggles, and tensions experienced by novice EFL teachers have long been studied and well-documented, the novice EFL teachers’ tensions experienced during the pandemic and the supports they need have not been examined. By analyzing guided reflections and interviewing five Indonesian novice EFL teachers, the present research is to answer two questions: 1) What kinds of tensions are experienced by Indonesian novice EFL teachers during the time of the pandemic? 2) What kind of supports do they need to stay in the teaching profession? The result shows that novice teachers experience tensions related to pedagogical-technical, a sense of belonging to the teaching profession, and culture-relationship, which are caused by the abrupt shift to online learning and excessive workload. To mitigate and ease these tensions, needed supports from the government and policymakers, school and school leaders, or colleagues are also discussed.
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Handam i Muchlas M. Tahir. "Political Education for High School Students in Makassar City". Journal La Edusci 1, nr 1 (30.01.2020): 1–6. http://dx.doi.org/10.37899/journallaedusci.v1i1.26.
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This article aims to discuss the political activity of beginner voter education for high school students to realize the awareness of novice voters to participate in elections, understanding the importance of the role of novice voters in the democratic process, and knowledge of political developments for novice voters. The results achieved are the emergence of student enthusiasm in discussing matters related to political issues. It is quite visible that this is marked by the topics they discuss about elections that produce trustworthy leaders and then enlightenment given in understanding the importance of novice voters in participating the election was well received and the enthusiasm for conducting the election received a positive response from the students, but it was interesting because it turned out that students' understanding of the general election was more influenced by the media they watched such as TV and social media
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Nicolaidou, Maria, i Alexandra Petridou. "Echoing school leaders' voices in Cyprus: a study of novice school leaders' perceptions regarding leadership professional development". Professional Development in Education 37, nr 5 (listopad 2011): 721–40. http://dx.doi.org/10.1080/19415257.2011.564051.
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Weiner, Jennie M., i Sarah L. Woulfin. "Controlled autonomy: novice principals’ schema for district control and school autonomy". Journal of Educational Administration 55, nr 3 (2.05.2017): 334–50. http://dx.doi.org/10.1108/jea-03-2016-0032.
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Purpose The purpose of this paper is to gain insights into how a group of novice principals, all in schools that deployed principles of autonomy as mechanisms for improvement, conceptualized what the authors label “controlled autonomy” – a condition in which school leaders are expected to both make site-based decisions and be accountable to district oversight. The study aims to support more effective interactions between school and district leaders around controlled autonomy to increase performance. Design/methodology/approach Using schema as a framework to guide the inquiry, this paper uses qualitative methods and interviewing in particular to explore the questions of interest. Seven novice principals were each interviewed three times over the year each interview lasting approximately one hour (n=21). Data were analyzed thematically using both inductive and deductive coding techniques. Findings Findings show that principals tended to group potential district supports into four categories: operations, instruction, advocacy, and vision and their perceptions regarding the balance between their and the district’s control over activities in each category was dynamic, varied and dependent on views relating to issues as broad as values alignment to perceptions of bureaucratic efficiency. Research limitations/implications Because of the small sample size and methodological approach, it may be inappropriate to generalize the findings across all controlled autonomy contexts. Further research in additional settings is encouraged to support the proposed findings. Practical implications This paper has a number of implications for districts and school leaders. Among these is the need for districts to better articulate the parameters of controlled autonomy and for school leaders to receive more and more effective training and support to effectively utilize autonomy as a mechanism for reform. Originality/value This work fills a gap in the research regarding on how principals conceptualize controlled autonomy or, more specifically, how they view what school autonomy should look like relative to district control and is this paper’s focus. It also provides insights into practice and potential means to enhance a growing, but so far unevenly implemented and under performing reform initiative (i.e. controlled autonomy).
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Li, Jack S., i Aaron Conway. "Implementation of a Blended‐Learning Perioperative Nursing Education Program in Canada". AORN Journal 119, nr 4 (27.03.2024): 248–60. http://dx.doi.org/10.1002/aorn.14112.
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ABSTRACTGovernmental COVID‐19 mandates in Ontario, Canada, resulted in a backlog of perioperative procedures. Organization leaders were required to expand services after the pandemic; however, the ongoing nursing shortage and college‐based structure of perioperative education programs complicated their response. In 2021, we developed an in‐house perioperative education program using a blended‐learning theory comprising online modules and videos, skills laboratory sessions, and clinical placement experiences. Nurses were required to apply for the program and remain employed at the facility for two years. Program evaluations showed that the novice nurses felt confident when beginning clinical experiences and preceptors believed the nurses were prepared for practice. Sixteen of 19 participants successfully completed the program, which helped resolve the staffing shortage. Novice nurses may benefit from a shadowing experience before applying for this type of program. Leaders in nonperioperative specialties should consider an in‐house education program to help meet staffing needs in their areas.
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Hyvärinen, Sanna, Satu Uusiautti i Kaarina Määttä. "From a Novice to an Expert - Finnish Female Leaders’ Eventful Career Developments". Journal of Studies in Education 5, nr 1 (21.12.2014): 1. http://dx.doi.org/10.5296/jse.v5i1.6756.
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Schmieder, June H., Carol Z. Mcgrevin i Arthur J. Townley. "Keys to Success: Critical Skills for Novice Principals". Journal of School Leadership 4, nr 3 (maj 1994): 272–93. http://dx.doi.org/10.1177/105268469400400302.
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Both pressure from the public to reform and restructure education and the quality of current principal training have prompted a recent examination of the education of school leaders. The issues addressed in this study include questioning principals and superintendents on the skills critical to beginning principal. Of additional interest is the attitude of principals and superintendents toward administrative certificate programs. Results indicate that there is strong agreement among and between principals and superintendents regarding critical skills for new principals. Principals and superintendents were also in strong agreement about the need for more internship-based principalship training programs.
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Hassan, Fatimah Mohamed Mahdy, Faiz Binzafrah i Mohammad Alqahtani. "A Structural Framework for Neuro-Linguistic Programming (NLP) and its Consequence on Leadership Succession Planning Strategy Applying to the Leaders of King Khalid University and Qualified Personnel for Leadership Position". Business Ethics and Leadership 6, nr 2 (2022): 24–43. http://dx.doi.org/10.21272/bel.6(2).24-43.2022.
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The research paper pursues to know the effect of NLP practices on leadership succession planning strategy by applying to The Leaders of King Khalid University and Qualified Personnel for the Leadership position. After reviewing the literature, the researchers formulated a hypothetical model for the study that includes the central hypothesis from which six sub-hypotheses emerge, including measuring the impact of NLP pillars on leadership succession planning strategy. A sample size of 100 individuals was selected, representing the research population represented by the deans and deans of the university and colleges and heads of departments in colleges at King Khalid University in Saudi Arabia. The response rate was 82%, with 82 valid questionnaires for analysis. The study relied on Structural Equation Modeling (SEM) by AMOS (V.26) and SPSS (V.25) for data analysis and hypotheses. The study found a positive and significant effect between NLP and leadership succession planning strategy. NLP confirmed its re-formulation of standard mental models to understand and facilitate the process of thinking and training, which helps successive leaders understand the ideas and beliefs of current leaders and their ways of thinking in solving problems and facing crises. In addition, NLP plays a vital role in increasing the successive leader’s sense of the need to establish their reputation for outstanding performance after similarity and learning from the model. Finally, the novice leader needs a model and role model to help him control the way he feels, transforming it into positive thinking that stimulates energy and focuses on goals, which the application of NLP practices does. So, this study is recommended the necessity of activating leadership succession planning strategy within universities through establishing a leadership academy in which NLP methods are practiced, as this academy has a significant impact on achieving leadership succession and the continuation of pipelines of leaders.
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Shared, Haim, i Chen Schechter. "Holistic School Leadership: Development of Systems Thinking in School Leaders". Teachers College Record: The Voice of Scholarship in Education 120, nr 2 (luty 2018): 1–40. http://dx.doi.org/10.1177/016146811812000204.
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Background Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose This study explored the development of holistic school leadership— an approach where principals lead schools through the systems thinking concept and procedures— over principals’ different career stages, a topic that has received little research attention. Research Design Qualitative data were collected via 82 semistructured interviews, six focus groups, and 27 observations of three groups of principals: (a) prospective principals— 24 students attending three principal preparation programs; (b) novice principals— follow-up on 11 prospective principals during their first year after appointment; and (c) experienced principals— eight principals holding that position for 5+ years. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. Findings Data analysis indicated that the development of systems thinking in school leaders consists of five stages: (a) preservice stage, typified by an expansion of view; (b) survival stage, typified by a slowdown in the development of systems thinking; (c) consolidation stage, typified by a gradual development of systems thinking; (d) role maturity stage, typified by a systemic view; and (e) possible decline stage, typified by some degree of difficulty to think systemically. Conclusions Systems thinking is not equally applicable to aspiring, novice, midcareer, and veteran school principals. This study's findings may help identify ways to enhance and accelerate the development of systems thinking in prospective and currently performing principals in a way that is compatible with the unique features and context of their specific stage.
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Kado, Sinead, Simon Clarke i Sandra Carr. "Pacific perspectives on Health Professions Education leadership – An interpretivist case study". Asia Pacific Scholar 9, nr 2 (2.04.2024): 28–38. http://dx.doi.org/10.29060/taps.2024-9-2/oa3151.
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Introduction: Health Professions Education (HPE) leadership development is advocated for success at the individual, team, and institutional levels. Many leadership theories exist informed mainly by Western perspectives, however, Pacific HPE leadership has not been investigated. Therefore, this research aimed to understand Pacific HPE leaders’ perspectives to develop substantive theory to guide faculty development in this setting and add nuanced perspectives to the international HPE leadership discourse. Methods: Using an interpretivist case-study methodology, seven HPE leaders were purposefully recruited. Data collection tools included Rich Pictures, Talanoa Zoom interviews, and reflective journals. Participants drew a picture on ‘Being an HPE leader’, subsequently explaining their depiction, and then reflected on leadership events in their journals over six months. Codes and themes were identified using Miles, Huberman and Saldaña’s approach. Results: Metaphors were assigned to three HPE leadership styles identified: The ‘Bridge’- helping students from novice to competent; the ‘Coconut Tree’- multiple roles and sturdy in the storm; and the ‘Boat’ - navigating towards the vision. Conclusions: Rich Pictures, interviews and reflective journals allowed HPE leaders to reflect on ‘Being an HPE Leader’ and revealed tacit perspectives. This study suggests there are different styles of leadership, pertinent to the Pacific context, depending on the aims, strategies, and attributes of different HPE leaders. Although grounded in the Pacific, certain aspects may resonate in similar contexts. Notwithstanding that many facets of leadership identified align with current leadership models, intrapersonal emotional intelligence and cultural aspects of HPE leadership should be considered when designing contextually embedded faculty development. Keywords: Medical Education, Health Professions Education, Leadership, Qualitative Research, Case Study, Pacific
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Hayes, Sonya D. "Using developmental relationships in mentoring to support novice principals as leaders of learning". Mentoring & Tutoring: Partnership in Learning 27, nr 2 (15.03.2019): 190–212. http://dx.doi.org/10.1080/13611267.2019.1611289.
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Lindwall, Oskar, i Gustav Lymer. "Inquiries of the body: Novice questions and the instructable observability of endodontic scenes". Discourse Studies 16, nr 2 (28.03.2014): 271–94. http://dx.doi.org/10.1177/1461445613514672.
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This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts in the dentist’s work, for instance, provide occasions for questions of the form ‘What is he doing now?’. In the midst of an ongoing procedure, questions tend to be formulated as noticings that elicit instruction either about some detail of the dentist’s actions or about what a generic ‘one should’ or ‘should not do’, what ‘frequently’ happens and so on. It is shown, however, that the movement between specific here-and-now features on the one hand and more general issues on the other characterizes the entire scope of the relevant material, particularly because the seminar leaders’ answers tend to place even minute details within more general endodontic considerations.
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Bettini, Elizabeth, i Yujeong Park. "Novice Teachers’ Experiences in High-Poverty Schools: An Integrative Literature Review". Urban Education 56, nr 1 (8.01.2017): 3–31. http://dx.doi.org/10.1177/0042085916685763.
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Retaining teachers in high-poverty schools is essential for ensuring students who live in poverty have equitable educational opportunities. Understanding novices’ experiences can help school leaders improve novices’ retention in high-poverty schools throughout their careers. This integrative review of studies investigates novices’ experiences teaching in high-poverty schools. We identified common themes in extant studies, as well as several important areas of research that are, to date, under-studied; most notably, more research is needed to explore differences in novices’ experiences of their working conditions in high- versus low-poverty schools, and the implications of those differences for teacher development and retention.
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Velasquez, Joana. "The transition experiences of novice mid-level academic nurse leaders from educators to administrators: A qualitative study". Journal of Nursing Education and Practice 13, nr 10 (26.06.2023): 25. http://dx.doi.org/10.5430/jnep.v13n10p25.
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Objective: The shortage of academic nurse leaders (ANLs) is imminent and creates a crisis for the nursing profession. Academic administrators influence the nursing workforce’s preparation. When nursing programs and educators fail to address the urgent nursing shortage, this can result in short- and long-term impacts for the nursing profession. The purpose of this qualitative study was to explore the experiences of novice mid-level ANLs who transitioned from educators to academic administrators.Methods: A basic qualitative research design was conducted to gain insight into the transition experiences of 10 novice mid-level ANLs. A purposeful sampling technique was used to recruit and select qualified study participants. Individual interviews via Zoom were used to collect data from participants. The researcher used a semi-structured, open-ended interview protocol. A thematic analysis with a constant comparison method, was used to analyze the data.Results: The interview results yielded six themes, which included (1) transitioning into an academic nurse leader, (2) role preparation and professional development, (3) having support, (4) insufficient time, (5) public challenges, and (6) feeling confident but still learning.Conclusions: The study results revealed that role preparation, professional development, and support were essential facilitators during the transition process. The results also suggested that early role preparation of emerging ANLs could build a cadre of qualified, well-prepared academic administrators, thus ensuring academic leadership succession. Recommendations for practice included role socialization, individualized leadership development programs, and formal structured mentoring.
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Ahsan, Mujtaba, i Alex F. DeNoble. "Ties that Bind: Active and Latent Networks of Expert and Novice New Venture Leaders". Academy of Management Proceedings 2018, nr 1 (sierpień 2018): 17078. http://dx.doi.org/10.5465/ambpp.2018.17078abstract.
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Hurley, John R., Betty Feintuch i Melissa J. Mandell. "Novice Leaders' First Three Groups: Change and Consistency in Acceptance of Self and Others". Journal of Social Psychology 131, nr 2 (kwiecień 1991): 233–45. http://dx.doi.org/10.1080/00224545.1991.9713846.
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Ben-Amram, Miri, i Nitza Davidovitch. "Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era". Education Sciences 14, nr 2 (30.01.2024): 143. http://dx.doi.org/10.3390/educsci14020143.
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Mentors support novice teachers in the critical stages of their learning, which has an effect on novice teachers’ ability to engage in teaching and to stay in the teaching profession for years. The mentor teacher also helps the novice teacher become well integrated and develop professionally. The current study aims to examine the factors that motivate mentor teachers to occupy this position, the guidance and support components of the role and their implementation in the mentoring process, and the frequency and planning of the encounters between mentor and novice teachers, in the context of the Israeli education system. Also examined are the attitudes of mentor teachers towards their role and their perceived ability to operate efficiently. The research population comprises 46 research participants who mentor novice teachers in high schools in Israel. Analysis of their attitudes shows that the factors that motivated them to serve as mentor teachers are related to a consciousness guided by a sense of personal mission and intrinsic motivation to promote novice teachers. Also, factors related to realizing their personal values and aims, such as realizing a vision, personal satisfaction, interest, and challenge, were found to be common. According to self-reported findings, mentor teachers were very helpful to novice teachers on issues such as class management, managing and planning teaching, evaluating students, and nurturing a professional identity. They also supported emotional aspects related to the teaching process, including their sense of efficacy and contact with the students. Mentor teachers felt a great deal of satisfaction with the mentoring process and would recommend this experience to other teachers to a high degree. Hence, a teacher who chooses the profession from a sense of a personal mission in the education system will also see their mentoring role as a mission for the sake of the next generation. Leaders in the education system are advised to develop a more holistic mentoring model that incorporates the traditional mentoring model yet guides us towards a mentoring process that is better adapted to the postmodern era, and is based on a long-term strategy for helping retain novice teachers within the education system.
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Bryant, Darren A., i Chunping Rao. "Teachers as reform leaders in Chinese schools". International Journal of Educational Management 33, nr 4 (7.05.2019): 663–77. http://dx.doi.org/10.1108/ijem-12-2017-0371.
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Purpose The purpose of this paper is to analyze the influence of teacher leadership on the enactment of educational reforms in southeastern China. It considers how the work of middle and teacher leaders in schools is structured to support reform enactment at the school level. Design/methodology/approach The research was conducted in three case study sites in one school district in Shenzhen, China. Low, moderate and high academic achieving schools which had engaged teacher leaders in instructional reforms were selected. A combined total of 34 senior, middle and teacher leaders participated in semi-structured interviews, which were analyzed through a comparative coding process. Findings Across the three schools, teacher leaders without positional authority strongly influenced the instructional reforms. Their influence was strongest when bolstered by a combination of formal recognition systems, opportunities to lead projects that were directly related to the reform efforts, and mentorship systems that skilled novice teachers in reform-related skills and experienced teachers in leading reform enactment. Mechanisms and structures embedded in schools, when coherently focused on selected reforms, supported the efficacy of teachers without formal authority. And, middle leaders’ impact was enhanced when working collaboratively with formal and teacher leaders. Originality/value This research yields insight on teacher leaders’ influence of reform. It considers how the work of middle and teacher leaders can be structured as a collective that impacts on reform enactment at the school level. And, it illuminates teacher leadership in a Chinese context other than the scrutinized Shanghai school system.
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Szulewski, Adam, i Daniel Howes. "Combining First-Person Video and Gaze-Tracking in Medical Simulation: A Technical Feasibility Study". Scientific World Journal 2014 (2014): 1–4. http://dx.doi.org/10.1155/2014/975752.
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Crisis decision-making is an important responsibility of the resuscitation team leader but a difficult process to study. The purpose of this pilot study was to explore the potential of gaze-tracking technology to study decision-making and leadership behaviours in simulated medical emergencies. We studied five physicians with a broad range of experience in a simulated medical emergency using gaze-tracking glasses. Subjects were interviewed immediately after the scenario while viewing a first-person recording of their performance with a superimposed gaze indicator. The recordings were then studied independently by two reviewers, and rated for quality and their observations collated. Portable gaze-tracking devices were found to be useful and effective tools for studying information gathering and decision-making behaviours in simulated medical emergencies. The data obtained in this study provided information about the discrepancy between what each participant looked at compared to what each participant consciously noted. Analysis of the data also identified a number of recurrent gaze patterns performed by team leaders that could be used as end-points in future research. Gaze-tracking in resuscitation medicine is a new and promising field of study. The potential to study crisis decision-making behaviours, and cognitive load, as well as differences between novice and expert team leaders is substantial.
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Zolkipli, Noor Haifa, i Mua’azam Mohamad. "The influence of accepting change, spirituality, and tenacity and competence on authentic leadership among novice teachers in Malaysia". Nurture 17, nr 3 (3.07.2023): 354–67. http://dx.doi.org/10.55951/nurture.v17i3.353.
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Purpose: In schools, principals are leaders of teachers while teachers, are leaders of students and colleagues. The current development of the ever-changing education system makes the roles and responsibilities of teachers increasingly challenging. This requires a person to have an element of resilience to become a teacher who is responsible for guiding students and colleagues to achieve school goals. The aim of this study was to examine the influence of resilience (tenacity and competence, trusting in one’s instinct and tolerance of negative affect, acceptance of change and secure relationships, control, and spirituality) on authentic leadership among novice teachers, particularly in North Malaysia.
Design/Methodology/Approach: This study used a quantitative approach through questionnaires such as The Connor-Davidson Resilience Scale and the Authentic Leadership Questionnaire (ALQ), involving a total of 229 novice teachers in the northern zone of Peninsular Malaysia as respondents. The data was analyzed using Statistical Package for the Social Sciences (SPSS) version 28 and Structural Equation Model-Part Least Square, SmartPLS 4 software.
Findings: The findings showed that accepting change, spirituality, tenacity, and competence constructs have a significant and positive impact on authentic leadership.
Conclusion: Resilience is a skill that teachers should have when influencing students and colleagues.
Research Limitation: The data found in this study were based on questionnaires. The results of the information and findings of the study were limited as they depended on the honesty and willingness of the respondents to answer the questionnaire.
Practical Implication: Spirituality in the workplace is among the key elements in achieving the organization's goals. Spirituality can help teachers have peace of mind when handling conflict. Teachers have to prepare physically and mentally to cope with the changes in organization because they are role models for colleagues and students.
Contribution to Literature: This study contributes to the existing literature by demonstrating that resilience constructs have an influence on authentic leadership among novice teachers.
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Deckman, Sherry L. "Managing Race and Race-ing Management: Teachers’ Stories of Race and Classroom Conflict". Teachers College Record: The Voice of Scholarship in Education 119, nr 11 (listopad 2017): 1–40. http://dx.doi.org/10.1177/016146811711901104.
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Background/Context Research exploring suspension and expulsion practices suggests that teachers may play a key role in perpetuating racial disproportionality in school discipline by interpreting student behavior through racialized and racist lenses and by viewing the behavior of students of color as an affront to their authority, resulting in more frequent punishing of Black and Latino students. The problem may be compounded for novice teachers, who are likely to teach in high-poverty, high-”minority” schools where discipline is a pronounced concern for educators. Research Questions/Focus of Study To illuminate the role of race in novice teacher interpretations of classroom management, this research explored the following questions: (a) How do novice in-service teachers narrate classroom management and disciplinary moments from their practice? (b) What do their narratives of these moments reveal about how they might negotiate racial difference in the classroom? Research Design This study employs narrative analysis of classroom management stories (N = 51) shared by novice teachers participating in a 10-week hybrid online/in-person professional development course focused on race, class, and gender equity in urban schools. Specifically, this article analyzes how race is discussed in these narratives. Findings Teachers in this study tended to share stories either about “managing race”—narratives about deescalating racial tension or reproaching transgressors of racial colorblindness—or “race-ing management”—stories that read race into incidents in such a way as to reveal latent racial dynamics. These patterns aligned with teachers’ self-identified racial backgrounds, with teachers who expressed a more tenuous racial identity or who described themselves as White tending to focus on managing race, and those who expressed a strong minority racial identity tending to focus on race-ing management. Recommendations To address issues of racial proportionality and justice in student discipline and to retain an experienced teacher workforce in under-resourced schools, I offer two key recommendations. First, we must innovatively support novice teachers in reversing insidious trends by offering structured opportunities for critical reflection on management through the lens of identity. In this way, novice teachers can analyze the implicit beliefs at work in their understandings. Furthermore, school leaders and other professional development facilitators must make clear to novice teachers that their competence is not being questioned when we ask them to engage in critical reflection. I discuss specific ways to approach this and offer recommendations for future research.
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Iannuzzi, George, Jill Ewing Flynn i Veronica Zuccarello. "Promoting Social Justice through School and Community Research". English Leadership Quarterly 39, nr 1 (1.08.2016): 13–17. http://dx.doi.org/10.58680/elq201628681.
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In this article, the authors illustrate how researching a school community can help novice teachers, and in turn their future students, question dominant narratives about people and places and foster social justice. The projects discussed here were inspired by discussions in their culminating undergraduate methods class to have their students create digital projects centered on issues important to their communities. This article will be helpful to English teachers, English teacher leaders, and English teacher educators who want to explore the integration of socially relevant, critical research topics in order to foster social justice.
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Ispa-Landa, Simone, i Sara Thomas. "Race, Gender, and Emotion Work among School Principals". Gender & Society 33, nr 3 (22.01.2019): 387–409. http://dx.doi.org/10.1177/0891243218821920.
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Researchers have highlighted how gendered associations of femininity with emotional labor can complicate professional women’s attempts to exercise managerial authority. However, current understandings of how race and gender intersect in professional women’s emotional labor remain limited. We draw on 132 interviews from eight white women and 13 women of color who are novice principals. White women began the principalship wanting to establish themselves as emotionally supportive leaders who were open to others’ influence. They viewed emotional labor as existing in tension with showing authority as a leader. Over time, however, most white women reported adopting more directive practices. By contrast, women of color reported beginning the principalship with a more directive, take-charge leadership style. They viewed emotional labor and authority as part of a blended project and did not talk about these two aspects of leadership as existing in tension. Over time, their self-reported leadership style changed little. We analyze our findings in light of recent theorizing about gender and intersectionality.
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Zheng, Congcong, Mujtaba Ahsan i Alex F. DeNoble. "Entrepreneurial Networking During Early Stages of Opportunity Exploitation: Agency of Novice and Experienced New Venture Leaders". Entrepreneurship Theory and Practice 44, nr 4 (17.06.2019): 671–99. http://dx.doi.org/10.1177/1042258719844715.
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We examine how the prior experiences of new venture leaders (NVLs) affect networking behaviors during the early stages of opportunity exploitation. We argue that lack of prior experience increases the unknowns that NVLs face when pursuing opportunity exploitation. Lack of technical experience increases technical unknowns, whereas lack of startup experience increases startup unknowns. Using a qualitative methodology, we investigate 22 NVLs and find that they differ on three dimensions: networking time orientation (short-term vs. long-term), desired benefits (operational vs. symbolic), and networking actions (deepening vs. broadening). We find that novice NVLs, those who lack technical or startup experience, tend to utilize short-term orientation, engage in network-deepening actions, and seek operational benefits from their networks to mitigate technical and startup unknowns. In contrast , dual-experienced NVLs, those with technical and startup experience, are guided by long-term orientations, network-broadening actions, and a focus on symbolic benefits. We also find that technical and startup veterans exhibit a combination of those behaviors. We contribute to the literature by posing a set of three propositions depicting differences in NVL networking behaviors based on differences in startup and/or technical experiences. This study, thus, highlights the influence of NVL experience on early-stage networks.
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Helleve, Ingrid, Marit Ulvik i Dag Roness. "Expectations to mentoring as support for professional development". Nordisk tidsskrift for utdanning og praksis 13, nr 2 (27.11.2019): 56–75. http://dx.doi.org/10.23865/up.v13.1971.
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Mentoring is acknowledged as a means to support professional development for teachers. However, mentoring has multiple meanings and may be practiced as supervision, support or collaborative self-development for new as well as experienced teachers. The aim of this Norwegian study is to get an understanding of what expectations newly-qualified teachers, their mentors and their leaders have to mentoring and professional development and thereby to identify what kind of mentoring is needed. Data is collected through questionnaires and focus group conversations. The result shows a discrepancy between school leaders’ expectations on one hand and those of mentors’ and newly qualified teachers’ on the other. While school leaders call for supervision and for teachers’ opportunities to join external courses, mentors and newly-qualified teachers ask for mentoring rooted in classroom- activities. One implication of the study is to introduce an induction period for novice teachers where they are gradually included in the organization. Another implication is to use educated mentors as resources for school development, not only for newly-qualified, but also for experienced teachers. Implications for politicians are to provide resources and for school leaders to provide space and protected time for mentoring and professional learning at all levels to ensure sustained school development.
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Iwu, Charmaine Helena. "Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa". African Journal of Teacher Education 10, nr 1 (11.04.2021): 38–69. http://dx.doi.org/10.21083/ajote.v10i1.6389.
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This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged.
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Maddy, Luther, i LaChelle Rosenbaum. "Determining leadership levels with the Dreyfus model". Journal of Workplace Learning 30, nr 8 (16.11.2018): 626–39. http://dx.doi.org/10.1108/jwl-11-2017-0100.
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Purpose To effectively develop leaders, human resources and career development professionals need an effective method of determining leadership skill levels. For example, sending a novice leader to training meant for experts would likely be ineffective and frustrating for both the instructor and individual. Promoting a novice leader to a position requiring expert leadership skills could be disastrous. The purpose of this study was to determine if the Dreyfus (2004) model of skills acquisition could be applied to general leadership. Design/methodology/approach A total of 124 surveys were collected from five employers. Participants self-assessed their leadership skill level from novice to expert using Dreyfus level descriptions in 18 leadership self-efficacy dimensions identified by Anderson, Krajewski, Goffin and Jackson (2008). For comparison, leadership self-efficacy (LSE) was also measured with a self-assessment of proficiency in 88 specific leadership and management behaviors also identified in the Anderson et al. (2008) study. Findings Pearson correlation coefficient computations between total LSE and average Dreyfus level dimensions reported a strong positive correlation [r (124) = 0.644, p < 0.001] between total leadership self-efficacy and the average participant Dreyfus level self-assessments in each of the 18 leadership self-efficacy dimensions. Of the 18 LSE dimensions participants assessed their skill levels, 4 were found to be significant predictors of LSE [F (4,119) = 67.6887, p < 0.001] with an R2 = 0.482. Predicted leadership self-efficacy is equal to 187.14 + 16.327 (Project Credibility) + 8.046 (Mentor) + 6.971 (Build) + 9.342 (Solve). Research limitations/implications The majority of the individuals in the sample in this research study were from one employer, a local college (n = 88). The entire sample was from one small, somewhat isolated community. The majority of this sample was female (n = 81, 65 per cent) and white (n = 118, 95.2 per cent). A larger and more diverse sample may provide differing results. It also possible that other factors affected overall LSE, but using that score as a comparison, a clear correlation was shown between LSE and Dreyfus levels. Practical implications Based on the results of this study an individual who self-categorizes his or her leadership skill as novice, advanced beginner, competent, proficient or expert is likely correct. Should the findings of this study prove generalizable, an individual’s perceived leadership skill level could be closely approximated with a simple, four-item instrument. Originality/value The concept of leadership levels has appeared in many studies and popular press publications. However, quantifying leadership skill levels or determining an individual’s leadership level has not been often addressed. This study attempts to apply a skills acquisition model and apply it to general leadership. The results appear to show that leadership levels can be quantified and accurately self-determined. This study also attempted to validate a leadership self-efficacy model.
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Dunham. "Structure and Theology in Proverbs: Its Function as an Educational Program for Novice Leaders in Ancient Israel". Bulletin for Biblical Research 29, nr 3 (2019): 361. http://dx.doi.org/10.5325/bullbiblrese.29.3.0361.
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Havaei, Farinaz, V. Susan Dahinten i Maura MacPhee. "The effects of perceived organisational support and span of control on the organisational commitment of novice leaders". Journal of Nursing Management 23, nr 3 (15.07.2013): 307–14. http://dx.doi.org/10.1111/jonm.12131.
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Fathia, Vidya Nurrul, Muradi i Dede Sri Kartini. "THE POLITICAL PARTICIPATION OF BEGINNING VOTERS IN PRESIDENTIAL ELECTIONS 2019 IN BEKASI". CosmoGov 7, nr 1 (10.02.2022): 86. http://dx.doi.org/10.24198/cosmogov.v7i1.33270.
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This study aims to examine the attitude of beginner's political participation in simultaneous general elections in Bekasi City in 2019. The research method used in this study is quantitative. Data collection techniques using survey methods by distributing 100 questionnaires to two schools in the city of Bekasi and They are over 17 years. The technique used is purposive sampling. The data analysis technique used is descriptive statistics. The mean, mode, median, standard deviation, and minimum and maximum values of each response in each question are searched and analyzed with the software. The results of this study indicate that the political participation of novice voters in Bekasi City is not yet high. This can be seen from the forms of political participation used, they only focus on the general election of a president and vice president, but do not participate in political organizations, political parties, or protest actions against the government. In addition, the things that influence a person to be able to participate in elections are the profile of each candidate, the candidate's debates and the policies that will be taken when they are elected as future leaders. Furthermore, the most popular media by novice voters is social media.
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Caramonte, Janice. "A Phenomenological Study on the Experiences of Novice Teachers in Teaching through Induction Program". Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 2, nr 1 (13.06.2024): 37–49. http://dx.doi.org/10.62718/vmca.pr-ijetas.2.1.sc-0524-012.
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The purpose of this study was to describe novice teachers' experiences teaching through an induction program. Utilizing a qualitative design with a phenomenological approach, the study employed purposive sampling to select 7 teachers from Sta. Ana District, Davao City as participants. A focus group discussion (FGD) facilitated participants' responses. Thematic content analysis served as a method in analyzing the data. Findings revealed that novice teachers' salient experiences during the induction program were attending school-based training, as well as collaboration with colleagues. Furthermore, the participants employed self-study and peer coaching as coping strategies to successfully apply induction to their profession. The participants' educational management insights based on their experiences continued to grow professionally, as did the importance of training, coaching, and mentoring. Additionally, given the analysis and its implications, anchored on lifelong learning principles it is recommended that educators participate in the establishment of connections or linkages with other educational line agencies in order to facilitate the exchange of information concerning trends and new methods or tactics in the field of education. School leaders should encourage teachers to pursue further education, provide resources for personal study, and facilitate relevant training.
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Sorbet, Stefanie, i Patricia Kohler-Evans. "How Educational Leaders Can Initiate Mentoring Relationships to Support Their Newest Faculty Members". Social Science, Humanities and Sustainability Research 2, nr 1 (2.02.2021): p7. http://dx.doi.org/10.22158/sshsr.v2n1p7.
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The number of teachers who enter and exit the field of education within their first five years in the profession is said to be near 40-50 percent (Ingersoll, 2012). First-year public school teacher attrition rates have increased from 21.4% in 1988 to 28.5% in 2004 (Ingersoll & Merrill, 2010). At a time when the number of new teachers exiting the profession within the first five years is 40-50 percent (Ingersoll, 2012), something must be done to support new teachers so they can remain and become successful in their field. Research suggests that students who receive instruction from high quality teachers are more likely to show academic gains. How can students get what they need if teacher turnover is so alarmingly high? Teachers need ongoing and job-embedded support to remain in this challenging profession. By combining the two powerful approaches of mentoring and coaching, educational leaders can foster reciprocal relationships between novice and seasoned teachers while increasing the likelihood that the rates of teacher retention could improve dramatically. Schools with mentoring programs in place reported greater new teacher retention rates as compared to those schools without mentoring programs in place (Di Carlo, 2015).
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Efriza Pandia, Muhammad, Fitrah Satrya Fajar Kusumah i Safaruddin Hidayat A. "Mobile Development of Android-Based Beginner E-Voting System". Jurnal Inovatif : Inovasi Teknologi Informasi dan Informatika 5, nr 2 (3.11.2022): 139. http://dx.doi.org/10.32832/inova-tif.v5i2.8561.
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<p><em>One of the implementations of Pancasila democracy in Indonesia is the implementation of the election of leaders, by voting. In addition to within the scope of government, the implementation can also be carried out within the scope of educational institutions such as schools or campuses, where voters are referred to as novice voters. Elections are still carried out conventionally which requires a large nominal budget, as well as problems or fraud that often occur during elections. So in this study, a digital voting system was created using an electronic device, namely an Android-based mobile e-voting system that can be accessed via a smartphone. the existence of this system is considered to be able to provide convenience and comfort in the implementation of the voting process and provide an important role to the generation of novice voters who are now entering the digital era where technology is developing rapidly, namely to continue to cultivate democratic values in it. Based on the data obtained, smartphone users now have a percentage value of 66.31% among the public and 33.69% of people do not own a smartphone. While the survey results related to the operating system market pairs in Indonesia, accounting for 91.56% of Android users, show that the majority of smartphone users in Indonesia use Android, with this the e-voting system has the potential to be used by the general public, especially novice voters. For this reason, this e-voting system aims to provide convenience and comfort in the implementation of the election process.</em></p>
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Kachaner, Nicolas, Kermit King i Sam Stewart. "Four best practices for strategic planning". Strategy & Leadership 44, nr 4 (18.07.2016): 26–31. http://dx.doi.org/10.1108/sl-06-2016-0046.
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Purpose The authors identify the practices that the companies that get the most benefit from their strategic-planning activities have in common: Design/methodology/approach The authors describe how successful companies achieve better strategic planning: They explore strategy at distinct time horizons. They constantly reinvent and stimulate the strategic dialogue. They engage the broad organization. They invest in execution and monitoring. Findings By focusing a standard process on addressing new questions, the strategic dialogue will remain rich, because participants will have new analyses to consider and fundamentally different ideas to discuss; so strategists – and business leaders – have to learn the “art of questioning.”” Practical implications A good approach is to ask the leaders of the business units to identify the most important questions that the center should be asking them in today’s turbulent competitive environments.” Originality/value An high-value overview of strategic planning for the novice and seasoned practitioner alike. A well-chosen extended strategy team and an always-on monthly strategy assessment process can be a powerful early-warning system.