Pub Date : 2024-07-01DOI: 10.1177/08920206241261240
P. Armstrong, Belinda C. Hughes
{"title":"Editorial July 2024","authors":"P. Armstrong, Belinda C. Hughes","doi":"10.1177/08920206241261240","DOIUrl":"https://doi.org/10.1177/08920206241261240","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141703398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/08920206241245837
Ethel Mae Arzu
This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.
{"title":"Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize","authors":"Ethel Mae Arzu","doi":"10.1177/08920206241245837","DOIUrl":"https://doi.org/10.1177/08920206241245837","url":null,"abstract":"This article examines educational continuity in distance learning guidance documents developed by the Ministry of Education, Culture, Science and Technology in Belize during school closure for the 2019–2020 school year. Documents that were purposefully developed as part of the ministry's response to school closure because of the pandemic were collected and analyzed. The four themes that emerged from the analysis—access to technology, home-based learning and resources, continuing professional development, and adjustments to instructional planning and academic policies—describe how the ministry's guidance documents on distance learning supported educational continuity in Belize during school closure for the 2019–2020 school year. The analysis also reveals that the ministry’s reachability effort relied heavily on low or no-tech modalities to ensure educational continuity in response to the pandemic.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140707358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1177/08920206231223646
C. Forrest, Ron Hill, Chris James
The further education college sectors in each of the four jurisdictions in the UK have a code of governance that is intended to guide governing practice in the institutions in those countries. The paper reviews the governing codes and the governance arrangements of colleges in the four UK nations. We outline the methodology and literature that are used to underpin an analysis the content of the codes, and then draw out significant interlinked areas that emerged from the analysis. We make several recommendations concerning the purposes and processes of governing a college, relating to clarity, scope, expectations, and links to wider regulatory contexts. The paper concludes by highlighting implications for a wide range of audiences involved in the governing of further education colleges in the UK.
{"title":"An analysis of the codes of college governance in England, Northern Ireland, Scotland and Wales and recommendations for improvement","authors":"C. Forrest, Ron Hill, Chris James","doi":"10.1177/08920206231223646","DOIUrl":"https://doi.org/10.1177/08920206231223646","url":null,"abstract":"The further education college sectors in each of the four jurisdictions in the UK have a code of governance that is intended to guide governing practice in the institutions in those countries. The paper reviews the governing codes and the governance arrangements of colleges in the four UK nations. We outline the methodology and literature that are used to underpin an analysis the content of the codes, and then draw out significant interlinked areas that emerged from the analysis. We make several recommendations concerning the purposes and processes of governing a college, relating to clarity, scope, expectations, and links to wider regulatory contexts. The paper concludes by highlighting implications for a wide range of audiences involved in the governing of further education colleges in the UK.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139616171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.1177/08920206231218351
Olha Gurenko, Y. Suchikova
This article addresses the evolution and importance of fostering a culture of educational quality in universities, focusing on the transformative experiences of Ukrainian institutions operating under a ‘university without walls’ model in the context of war and displacement. With an emphasis on integrating core values such as integrity, empathy and innovation, the article provides a nuanced understanding of institutional resilience beyond physical resources. Drawing upon Ukraine's unique circumstances, the article offers valuable policy insights and recommendations with global applicability. It advocates for an international dialogue to share these lessons to enhance educational institutions’ resilience, quality and ethical foundations worldwide.
{"title":"The Odyssey of Ukrainian Universities: From quality assurance to a culture of quality education","authors":"Olha Gurenko, Y. Suchikova","doi":"10.1177/08920206231218351","DOIUrl":"https://doi.org/10.1177/08920206231218351","url":null,"abstract":"This article addresses the evolution and importance of fostering a culture of educational quality in universities, focusing on the transformative experiences of Ukrainian institutions operating under a ‘university without walls’ model in the context of war and displacement. With an emphasis on integrating core values such as integrity, empathy and innovation, the article provides a nuanced understanding of institutional resilience beyond physical resources. Drawing upon Ukraine's unique circumstances, the article offers valuable policy insights and recommendations with global applicability. It advocates for an international dialogue to share these lessons to enhance educational institutions’ resilience, quality and ethical foundations worldwide.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.1177/08920206231215264
Kelemu Zelalem Berhanu
The low motivations of teachers in Ethiopia reflect the psychological deempowerment of teachers. Thus, developing a scale is required to know exactly the empowerment level of teachers. Therefore, this study aimed at developing and validating a psychological empowerment scale in the Ethiopian context. The data were gathered from two different groups of 720 teachers (300+420) from 83 schools using a questionnaire. The exploratory factor analysis (EFA) results discovered four dimensions with a total variance of 69.685%. To know the fitness of the instrument in this study, the researcher carried out confirmatory factor analysis (CFA) with the LISREL 8.7 program with 420 participants. RMSEA (RootMean Square Error of Approximation) = .065 level, GFI (Goodness of Fit Index) = .93, adjusted goodness of fit index (AGFI) = .90, incremental fit index (IFI) = .98, relative fit index (RFI) = .96, non-normed fit index (NNFI) = .98 and comparative fit index (CFI) = .98. These values depict the good fitness of the model. Regading reliability, Cronbach’s alpha for goal internalization. Meaning, influence, and competence dimensions were 0.87, 0.842, 0.777, and 0.789, respectively. Total Cronbach’s alpha was .904. For this scale, the Average Variance Extracted and Combined Reliability are more than .7. Thus, the findings revealed that the psychological empowerment Scale, consisting of four dimensions and 15 items, was a valid and reliable instrument in Ethiopian school settings.
{"title":"Development and validation of teachers’ psychological empowerment scale in Ethiopian context","authors":"Kelemu Zelalem Berhanu","doi":"10.1177/08920206231215264","DOIUrl":"https://doi.org/10.1177/08920206231215264","url":null,"abstract":"The low motivations of teachers in Ethiopia reflect the psychological deempowerment of teachers. Thus, developing a scale is required to know exactly the empowerment level of teachers. Therefore, this study aimed at developing and validating a psychological empowerment scale in the Ethiopian context. The data were gathered from two different groups of 720 teachers (300+420) from 83 schools using a questionnaire. The exploratory factor analysis (EFA) results discovered four dimensions with a total variance of 69.685%. To know the fitness of the instrument in this study, the researcher carried out confirmatory factor analysis (CFA) with the LISREL 8.7 program with 420 participants. RMSEA (RootMean Square Error of Approximation) = .065 level, GFI (Goodness of Fit Index) = .93, adjusted goodness of fit index (AGFI) = .90, incremental fit index (IFI) = .98, relative fit index (RFI) = .96, non-normed fit index (NNFI) = .98 and comparative fit index (CFI) = .98. These values depict the good fitness of the model. Regading reliability, Cronbach’s alpha for goal internalization. Meaning, influence, and competence dimensions were 0.87, 0.842, 0.777, and 0.789, respectively. Total Cronbach’s alpha was .904. For this scale, the Average Variance Extracted and Combined Reliability are more than .7. Thus, the findings revealed that the psychological empowerment Scale, consisting of four dimensions and 15 items, was a valid and reliable instrument in Ethiopian school settings.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139253400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-05DOI: 10.1177/08920206231212550
Ron Hill, Gary Husband
{"title":"Let's decide to do better governing of schools and colleges","authors":"Ron Hill, Gary Husband","doi":"10.1177/08920206231212550","DOIUrl":"https://doi.org/10.1177/08920206231212550","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-01DOI: 10.1177/08920206231209392
Nicole Schutter, Christopher Puglisi, Monte Meyerink
Stress is a demand made between the adaptive ability of the mind and body and the experience and resources available to cope with those demands and has become an epidemic in society and notably in educational settings. With the growing emphasis of overall wellbeing of students, few studies have focused on those who are in charge of the wellbeing of those students: school administrators. This study aimed to identify factors that impact stress in P-12 (Preschool-Grade 12) school administrators in South Dakota by administering the Administrative Survey Index (ASI). A total of N = 253 school administrators completed the survey. Initial results indicate that administrative constraints, interpersonal relations, and intrapersonal conflicts were the greatest sources of stress. Additionally, the degree to which an ASI item was a source of stress varied by administrators’ gender, occupational title, and grade range of students. The findings are discussed and future directions for research are presented.
{"title":"An investigation of P-12 school administrator stress in South Dakota","authors":"Nicole Schutter, Christopher Puglisi, Monte Meyerink","doi":"10.1177/08920206231209392","DOIUrl":"https://doi.org/10.1177/08920206231209392","url":null,"abstract":"Stress is a demand made between the adaptive ability of the mind and body and the experience and resources available to cope with those demands and has become an epidemic in society and notably in educational settings. With the growing emphasis of overall wellbeing of students, few studies have focused on those who are in charge of the wellbeing of those students: school administrators. This study aimed to identify factors that impact stress in P-12 (Preschool-Grade 12) school administrators in South Dakota by administering the Administrative Survey Index (ASI). A total of N = 253 school administrators completed the survey. Initial results indicate that administrative constraints, interpersonal relations, and intrapersonal conflicts were the greatest sources of stress. Additionally, the degree to which an ASI item was a source of stress varied by administrators’ gender, occupational title, and grade range of students. The findings are discussed and future directions for research are presented.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-25DOI: 10.1177/08920206231207586
Tahani Hassan, Izhak Berkovich
This study highlights the growing significance of integrating digital technology into instructional leadership in schools. Educational administration research cannot ignore the fact that digital technology has become an integral part of human interactions and organizational processes in twenty-first-century workplaces. This paper aims to explore digital instructional leadership behaviours of principals during the COVID-19 pandemic and explain behavioural differences in leadership related to different levels of socio-economic school settings. Data were collected through an online study from 380 teachers in Bahrain. We used a series of two-sample t-tests between percentages to compare differences in digital instructional leadership behaviours. The study revealed that means of principals’ digital instructional leadership behaviours were generally higher in schools serving student populations with a high rather than low socio-economic background. Principals in schools serving student populations with low socio-economic background were higher than their peers only in one digital instructional leadership behaviours, and this was related to socio-economic gaps. The study contributes to better understanding of digital instructional leadership, an approach that is becoming highly prevalent because of the pandemic, and sheds light on how levels of principals’ behaviours vary in different circumstances. Overall, the findings attest to the presence of a digital instructional leadership divide.
{"title":"Digital instructional leadership in schools facing different levels of challenging contexts: A survey study during the COVID-19 pandemic","authors":"Tahani Hassan, Izhak Berkovich","doi":"10.1177/08920206231207586","DOIUrl":"https://doi.org/10.1177/08920206231207586","url":null,"abstract":"This study highlights the growing significance of integrating digital technology into instructional leadership in schools. Educational administration research cannot ignore the fact that digital technology has become an integral part of human interactions and organizational processes in twenty-first-century workplaces. This paper aims to explore digital instructional leadership behaviours of principals during the COVID-19 pandemic and explain behavioural differences in leadership related to different levels of socio-economic school settings. Data were collected through an online study from 380 teachers in Bahrain. We used a series of two-sample t-tests between percentages to compare differences in digital instructional leadership behaviours. The study revealed that means of principals’ digital instructional leadership behaviours were generally higher in schools serving student populations with a high rather than low socio-economic background. Principals in schools serving student populations with low socio-economic background were higher than their peers only in one digital instructional leadership behaviours, and this was related to socio-economic gaps. The study contributes to better understanding of digital instructional leadership, an approach that is becoming highly prevalent because of the pandemic, and sheds light on how levels of principals’ behaviours vary in different circumstances. Overall, the findings attest to the presence of a digital instructional leadership divide.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135169257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1177/08920206231207718
Rosiane Dutra Martins, Jandir Pauli, Alana Guadagnin
This study aims to analyze the perception of professors about the practices of favoritism in Brazilian small private colleges. For this, qualitative exploratory research was carried out, in which 20 professors were interviewed. For data collection, a semistructured interview script was used and for data analysis, it was carried out through the technique of content analysis. Evidence of cronyism and nepotism were found in hiring processes, in the distribution of hours and disciplines, in the appointment of positions, in dismissal processes, in the distribution of resources, in access to information, and in the protection of some professors who have a closer relationship of friendship with the pedagogical coordinator. On the other hand, professors recognize that greater proximity between professors and managers is associated with a greater commitment to goals, providing evidence of legitimization of the practice of favoritism. This study allowed us to identify some situations in which favoritism occurs even if implicitly within private higher education institutions. The findings help managers to develop tools to increase transparency, equity of processes, and support to achieve organizational goals.
{"title":"Perception of favoritism in Brazilian small private colleges","authors":"Rosiane Dutra Martins, Jandir Pauli, Alana Guadagnin","doi":"10.1177/08920206231207718","DOIUrl":"https://doi.org/10.1177/08920206231207718","url":null,"abstract":"This study aims to analyze the perception of professors about the practices of favoritism in Brazilian small private colleges. For this, qualitative exploratory research was carried out, in which 20 professors were interviewed. For data collection, a semistructured interview script was used and for data analysis, it was carried out through the technique of content analysis. Evidence of cronyism and nepotism were found in hiring processes, in the distribution of hours and disciplines, in the appointment of positions, in dismissal processes, in the distribution of resources, in access to information, and in the protection of some professors who have a closer relationship of friendship with the pedagogical coordinator. On the other hand, professors recognize that greater proximity between professors and managers is associated with a greater commitment to goals, providing evidence of legitimization of the practice of favoritism. This study allowed us to identify some situations in which favoritism occurs even if implicitly within private higher education institutions. The findings help managers to develop tools to increase transparency, equity of processes, and support to achieve organizational goals.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135994271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1177/08920206231207585
Rania Sawalhi
{"title":"Book review: <i>Advanced Theories of Educational Leadership</i> by Khalid Arar and Izhar Oplatka","authors":"Rania Sawalhi","doi":"10.1177/08920206231207585","DOIUrl":"https://doi.org/10.1177/08920206231207585","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135970159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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