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Journal of Professional Capital and Community最新文献

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Editorial: Commentary: connected autonomy 评论:互联自治
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-17 DOI: 10.1108/jpcc-10-2022-105
M. Fullan, Brendan Spillane, Bailey Fullan
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引用次数: 0
Teachers' perceived sense of well-being through the lens of mattering: reclaiming the sense of community 从重要的角度看教师的幸福感:重拾社区意识
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-14 DOI: 10.1108/jpcc-12-2021-0074
I. Barrenechea
PurposeThe concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering.Design/methodology/approachTwenty-one South American Elementary Level teachers were interviewed for this qualitative study.FindingsThe paper's results suggest that teachers have experienced a loss of their sense of mattering—this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further.Originality/valueThis paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.
目的随着时间的推移,幸福感的概念在教育文献中受到了关注。世界各地的教师都在离开这个职业,因为他们看到自己的幸福被化为灰烬。教师的幸福感丧失影响到他们和教育系统的其他参与者。本文的目的是通过物质结构的视角来看待教师的幸福感。设计/方法/方法21名南美小学教师接受了这项定性研究的采访。发现该论文的结果表明,教师经历了物质感的丧失——这种物质感影响了他们的整体幸福感水平。如果教师不觉得自己受到重视,或者觉得自己无法增加价值,他们就不会健康地发挥作用。作者认为,教师要重新获得物质感,增强幸福感,就需要进一步培养社区意识。原创性/价值本文试图从更微观的角度来看待元结构。因此,鉴于幸福感的难以捉摸,本文的目的是通过物质的视角来研究幸福感。在这篇论文中,使用物质的镜头有助于我们关注小学教师幸福感的工作表现。尽管有一些实证研究调查了教育环境中的物质结构,但作者并不知道有哪些实证研究专门关注教师感知的物质感的记录。
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引用次数: 0
Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective 校内外的职业关系:代际视角下的障碍与机遇
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-11 DOI: 10.1108/jpcc-08-2022-0047
Cecilia Azorín, Antonio Portela, J. Nieto, María Begoña Alfageme
PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.
目的本文引用了一个研究项目的数据,该项目考察了不同世代教师在教育环境中存在的职业关系,包括校内外的职业关系。设计/方法/方法采用定性方法来更好地理解参与者的代际关系。数据是通过在线进行的半结构化访谈收集的。使用Atlas.ti 22软件进行数据分析。这项研究的重点是参与者的职业关系、世代变化的职业关系,与学校的联系以及与环境的联系。调查结果表明,对职业的承诺和工作氛围是受访者提到的关键方面。不同年龄组一致认为,他们经历了代际反馈,同一代同龄人之间的联系更紧密,这导致了更大程度的亲和力。教学带来的共同责任和归属感是学校的重要联系。这几代人强调了建立桥梁和参与合作网络以与环境建立联系的重要性。原创性/价值尽管一些研究从代际角度考虑了影响职业关系的各种因素,本文通过提供新的数据,分析不同世代(新手、退伍军人和退休教师)在教育环境内外的专业工作中所经历的障碍和机会,为现有文献增添了价值。
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引用次数: 2
Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile 校内外合作:共同克服智利新冠肺炎挑战
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-11 DOI: 10.1108/jpcc-04-2022-0025
Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa, J. P. Valenzuela
PurposeThis research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.Design/methodology/approachThis is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.FindingsParticipants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.Originality/valueThis work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.
目的本研究论文探讨了校长和课程协调员合作探究网络在应对2020年智利冠状病毒大流行方面的价值。具体而言,作者描述了网络在其背景下识别的主要挑战,不同学校为应对这些挑战而进行的合作实践,以及网络对自己学校教师创新应对措施的影响。设计/方法论/方法这是一项混合方法研究,从互补的角度出发,使用不同的方法和项目数据,共有54名校长和课程协调员实施。数据来源是参与者的个人报告、网络团队对其合作调查项目的报告,以及由没有直接参与网络但从其工作中受益的教师回答的一份简短的开放式问卷。使用内容分析对数据进行分析,创建类别以组织和描述主要发现。发现网络的参与者报告说,他们积极参与合作调查,使他们能够在不同的学校之间分享知识,并帮助他们支持自己学校的创新实践。具体而言,他们报告说,合作使他们能够保持教学重点,在学校社区内培养分散的领导力,为他们提供更大的自主权,并培养有利于团队情绪控制的技能。调查小组采取多种集体做法;他们设计并应用了虚拟调查,计划并实施了与教师的虚拟研讨会,并对形成性评估和教学实践进行了有意义的反思。原创/价值这项工作深入了解了智利学校系统如何应对新冠肺炎的挑战,并表明尽管疫情带来了负面影响,但它已成为通过不同学校之间的合作来认识和加强教师专业发展的机会。大多数校长和课程协调员报告称,积极的合作调查改变了他们过去对领导力的看法,并加强了职业关系的价值,以应对疫情带来的极其困难的挑战。这些教训可以用于未来,重新思考和重建教育系统。
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引用次数: 0
Bi-directional work-family conflict of home-based teachers in Taiwan during COVID-19: application of job demands-resources model 新冠肺炎期间台湾家庭教师双向工作-家庭冲突:工作需求-资源模型的应用
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-04 DOI: 10.1108/jpcc-04-2022-0022
Chuan-Chung Hsieh, Jyun-Kai Liang, Huichao Li
PurposeDrawing from the conservation of resource theory and the job demands-resources model, this study examines the bi-directional conflicts of work and family during COVID-19, and investigates the online teaching work-related antecedents and the mechanism shaping emotional exhaustion of teachers in Taiwan. Moreover, this study explores mindfulness in teaching as a possible moderator.Design/methodology/approachData for analysis were collected from elementary school teachers via an online survey using a questionnaire comprising well-developed scales. The hypotheses were validated using structural equation modeling.FindingsResults show that only family interfering with work conflict mediates the positive relationship of online teaching job demand with emotional exhaustion and negative relationship of online teaching job resource with emotional exhaustion. Results also evidence that mindfulness practiced by teachers can help them perceive their own feelings and thoughts non-judgmentally in face of job demands.Originality/valueWith the growing work-from-home trend, the current study revisits the impact of work demands and resources on work-family conflict, and examines whether Taiwanese teachers' perception towards online teaching would lead to different observations. The path that JD→WIF conflict→EE is well established in the literature, while COVID-19 brings to light another path JD→FIW conflict→EE, revealing insight into teachers' cognition and plight during the pandemic.
目的运用资源守恒理论和工作需求-资源模型,探讨新冠肺炎期间工作与家庭的双向冲突,探讨台湾地区教师网络教学工作相关的前因和情绪耗竭的形成机制。此外,本研究还探讨了正念在教学中的调节作用。设计/方法/方法分析数据是通过一项在线调查从小学教师中收集的,该调查使用了一份包含完善量表的问卷。采用结构方程模型对假设进行了验证。结果发现,只有家庭干预工作冲突在网络教学岗位需求与情绪耗竭的正向关系中起中介作用,在网络教学岗位资源与情绪耗竭的负向关系中起中介作用。结果还表明,教师的正念练习可以帮助他们在面对工作要求时不加评判地感知自己的感受和想法。原创性/价值随着在家工作趋势的发展,本研究回顾了工作需求和资源对工作-家庭冲突的影响,并探讨台湾教师对在线教学的看法是否会导致不同的观察结果。JD→WIF冲突→EE的路径在文献中已经建立,而COVID-19则揭示了JD→FIW冲突→EE的另一条路径,揭示了疫情期间教师的认知和困境。
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引用次数: 0
Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups 骑虎难下:专业资本与以色列幼儿园教师与家长WhatsApp群组的互动
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-24 DOI: 10.1108/jpcc-04-2022-0023
Ornat Turin, Shosh Davidson
PurposeThe current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application.Design/methodology/approachA group of 214 Israeli preschool teachers were sampled using a survey questionnaire. The independent variables were two components of professional capital: (1) human capital, measured by tenure and income and (2) social capital, measured by the type of locality and the teacher's place of residence, in or outside the kindergarten's neighborhood. The dependent variable was the general perception of the app and the decisional capital manifested in the pattern of engagement with the pupils' parents.FindingsIn general, preschool teachers welcome the app, especially its ability to send pictures, while they disapprove of the constant intrusion it causes. Tenured and high-income teachers tended to restrict sharing a WhatsApp group with parents. Joining a group with parents was common among private, low-income, and non-tenured young teachers. In terms of social capital, teachers who lived and worked in a communal settlement differed from their city colleagues. Teachers in such communities expressed a much more positive perception of the WhatsApp application, in comparison with teachers from urban areas.Originality/valueThe results demonstrate the importance of professional capital in monitoring daily routine, communication, and emotions. The findings support the social constructivist approach, holding that technology affords a variety of uses and are integrated into the existing social structure.
目的当前的研究考察了幼儿教师处理家长WhatsApp群组的方式。这项研究探讨了专业资本、对应用程序的感知以及与使用即时消息应用程序WhatsApp的父母的沟通模式之间的关系。设计/方法/方法采用调查问卷对214名以色列幼儿教师进行抽样调查。自变量是职业资本的两个组成部分:(1)人力资本,以任期和收入衡量;(2)社会资本,以地区类型和教师居住地衡量,无论是在幼儿园附近还是附近。因变量是对应用程序的总体感知,决策资本表现在与学生父母的互动模式中。发现总的来说,幼儿园老师欢迎这款应用程序,尤其是它发送图片的能力,但他们不赞成它不断造成的干扰。终身制和高收入教师倾向于限制与家长共享WhatsApp群组。在私立、低收入和无终身教职的年轻教师中,与家长一起加入团体很常见。在社会资本方面,生活和工作在社区定居点的教师与城市同事不同。与城市地区的教师相比,这些社区的教师对WhatsApp应用程序的看法要积极得多。原创性/价值研究结果表明了专业资本在监控日常生活、沟通和情绪方面的重要性。研究结果支持社会建构主义方法,认为技术提供了多种用途,并融入了现有的社会结构。
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引用次数: 1
Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level WFH对教育工作者幸福感的影响:高校校长支持的中介作用和员工自我效能感的调节作用
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-11 DOI: 10.1108/jpcc-10-2021-0063
Najmonnisa Khan, Rabia Aslam, M. M. Asad, L. Oad, N. Almusharraf
PurposeThe present study aims to examine the effects of work from home (WFH) on employees' performance and wellbeing during the second wave of pandemic and to find out the effects of institutional head's support as mediating variables and employees' self-efficacy as moderating variables on employees' performance and wellbeing during WFH.Design/methodology/approachA quantitative approach with causal comparative research design was adopted to collect the data from the respondents. The participants of the study were 586 teachers from public and private universities of Karachi, Pakistan, who were teaching from home during the second wave of pandemic, selected randomly from the population. An adopted questionnaire was used to collect data which consists of six parts.FindingsResults found the positive significant effects of WFH on teachers' social wellbeing, negative significant effects on teachers' performance, their physical and mental wellbeing. No significant effects of WFH were found on teachers' financial wellbeing. The study also found that head's support plays a partially mediating significant role in the relationship between WFH and job performance, and social wellbeing, while no mediation on physical, social and financial wellbeing was found. Moderating effects of teachers' self-efficacy exist between the relationship of WFH and teachers' job performance, mental wellbeing and social wellbeing, while no effects exist between the relationship of WFH and teachers' physical and financial wellbeing.Originality/valueThe new research model will contribute significantly to education practitioners' knowledge, especially the government of Pakistan, which needs to measure their work from home policy's effectiveness during the pandemic.
目的本研究旨在检验第二波疫情期间在家工作(WFH)对员工绩效和幸福感的影响,并找出机构负责人的支持作为中介变量和员工的自我效能感作为调节变量对WFH期间员工绩效和福祉的影响采用因果比较研究设计对调查对象进行数据收集。这项研究的参与者是来自巴基斯坦卡拉奇公立和私立大学的586名教师,他们在第二波疫情期间在家教学,是从人群中随机选择的。采用一份已通过的调查问卷来收集数据,该问卷由六个部分组成。结果发现WFH对教师的社会幸福感有正向显著影响,对教师的表现、身心健康有负向显著影响。WFH对教师的财务状况没有显著影响。研究还发现,校长的支持在WFH与工作表现和社会幸福感之间的关系中起着部分中介作用,而在身体、社会和财务幸福感方面没有发现中介作用。教师自我效能感的调节效应存在于WFH与教师工作表现、心理健康和社会健康的关系之间,而WFH与老师的身体和经济健康的关系不存在。独创性/价值新的研究模式将对教育从业者的知识做出重大贡献,尤其是巴基斯坦政府,巴基斯坦政府需要衡量他们在疫情期间在家工作政策的有效性。
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引用次数: 1
A systematic review and meta-analysis of data use professional development interventions 对使用专业发展干预措施的数据进行系统回顾和荟萃分析
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-21 DOI: 10.1108/jpcc-09-2021-0055
M. F. Ansyari, W. Groot, Kristof De Witte
PurposeProfessional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes.Design/methodology/approachIn this study, the authors employ a systematic literature review and meta-analysis to analyse teacher PDIs for data use.FindingsThe results suggest that conceptual, practical and continual goals are identified in data use PDIs. Supported by conceptual, practical or normative tools, facilitators employ a variety of techniques in facilitating teachers’ data use through data teams or professional learning communities. The facilitation techniques include assessing needs, using models or modelling, observing performance, providing feedback, providing built-in time for reflection and brokering. Further, the results highlight the influence of several conditions that contribute to the success of the interventions. Finally, the meta-analysis shows a significant positive effect of the interventions on student outcomes, with an effect size of 0.17.Research limitations/implicationsThe authors' proposed framework should be empirically tested and validated through field studies in various contexts. Since the authors focussed on studies reporting data use PDIs for instructional purposes as well as providing the descriptions of the PDIs, the number of included studies was only 27 and represented only four countries. Of the 27, 10 studies were used for the meta-analysis and the results may be subject to publication bias. Seemingly, the result may be related to the authors' inclusion/exclusion criteria that only included peer-reviewed journal articles and excluded non-peer-reviewed studies such as theses or dissertations. This criterion potentially neglected some relevant studies.Practical implicationsPolicymakers interested in developing a data use PDI should take into account the various goals of data use PDIs, depending on policymakers' interests. Building teachers’ understanding of data use can be addressed by the practical goals. This can be conducted within a short period of time through training or courses, either in-person or online. This is appropriate for an initiation strategy for data use within schools. However, targeting specific skills and dispositional attributes around data use should adopt practical and continual goals. These types of goals require a PDI with a sustained duration embedded in teachers’ classroom practices; therefore, political and practical support is necessary.Social implicationsThe authors argue that the review findings contribute to knowledge and insights by presenting data use PDIs that support teacher learning, implementation and sustainability of data use practices.Originality/valueThis article provides a proposed framework for studyin
目的专业发展干预措施(PDI)对于教师有效使用数据至关重要。根据以往关于此类干预措施的研究报告,本文旨在确定和综合PDI的目标、维度和条件,以供数据使用。本文还研究了此类干预措施对学生成绩影响的证据。设计/方法论/方法在本研究中,作者采用了系统的文献综述和荟萃分析来分析教师的个人发展指标,以供数据使用。结果表明,在数据使用PDI中确定了概念性、实践性和持续性目标。在概念、实践或规范工具的支持下,辅导员通过数据团队或专业学习社区,采用各种技术促进教师的数据使用。促进技术包括评估需求、使用模型或建模、观察绩效、提供反馈、提供反思和中介的固有时间。此外,研究结果强调了有助于干预措施成功的几种条件的影响。最后,荟萃分析显示,干预措施对学生成绩有显著的积极影响,影响大小为0.17。研究局限性/含义应通过各种背景下的实地研究对作者提出的框架进行实证检验和验证。由于作者专注于报告数据的研究,将PDI用于教学目的,并提供PDI的描述,因此纳入的研究数量仅为27项,仅代表四个国家。在27项研究中,有10项研究用于荟萃分析,其结果可能存在发表偏倚。似乎,这一结果可能与作者的入选/排除标准有关,该标准只包括同行评审的期刊文章,而排除了论文或学位论文等非同行评审的研究。这一标准可能忽略了一些相关研究。实际含义有兴趣制定数据使用PDI的政策制定者应根据政策制定者的兴趣,考虑数据使用PDIs的各种目标。建立教师对数据使用的理解可以通过实际目标来解决。这可以在短时间内通过培训或课程进行,无论是面对面还是在线。这适用于学校内部数据使用的启动策略。然而,针对数据使用的特定技能和倾向属性,应该采用实际和持续的目标。这些类型的目标需要在教师的课堂实践中嵌入持续时间的PDI;因此,政治和实际支持是必要的。社会含义作者认为,审查结果通过提供支持教师学习、实施和可持续数据使用实践的数据使用PDI,有助于知识和见解。原创性/价值本文为研究教师PDI的数据使用提供了一个拟议的框架,并阐明了几个目标、各种促进策略和条件以及干预措施对学生成绩的影响。
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引用次数: 0
Caring school leadership, school context and organizational learning: implications for developing professional capital 关怀型学校领导、学校情境与组织学习:对专业资本发展的启示
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-17 DOI: 10.1108/jpcc-07-2021-0039
Jisu Ryu, Jeff Walls, Karen Seashore Louis
PurposeThe purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.Design/methodology/approachThis exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.FindingsThe authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.Research limitations/implicationsThis research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.Originality/valueAlthough context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.
目的本研究的目的是考察情境如何通过影响组织学习和职业资本培养的方式来塑造领导者的关爱方法。设计/方法/方法这项探索性研究利用了来自两所学校的案例研究数据。在每所学校,作者主要利用对教师和领导的半结构化访谈。研究结果作者发现,学校背景和随之而来的领导者信念塑造了组织学习发生的结构和实践,从而影响了组织学习在学校中的传播以及组织课程的应用灵活性。研究局限性/含义这项研究表明,学校所处的环境和地点会影响如何理解和解决问题。在这种背景下,领导者的关系方法会影响学校成员如何发展专业能力。更大规模的研究将有助于澄清这些影响的性质。原创性/价值尽管背景已经被证明会影响领导力,但没有研究考察背景、领导者的关系方法和组织学习之间的联系。
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引用次数: 1
Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals 教育领导者应对孤独:校长与副校长的独特视角
IF 3.8 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-06-17 DOI: 10.1108/jpcc-11-2021-0068
Peleg Dor-haim
PurposeThe purpose of this study was to explore school principals' and vice-principals' perceptions of their strategies of coping with loneliness at work. The study posed two questions: (1) how do educational leaders perceive their strategies of coping with loneliness at work? (2) What are the differences in the style of coping with loneliness between school principals and vice-principals, as they perceive it?Design/methodology/approachBased on 41 semi-structured interviews with 22 school principals and 19 vice-principals three main coping strategies were found.FindingsThis study differentiated between three strategies for coping with a sense of loneliness in the workplace: (1) receiving support from within and outside of the school, (2) action-oriented coping strategy, and (3) perspective-focused coping strategy. Some of these strategies characterized school principals while others characterized vice-principals.Practical implicationsEducational leaders' familiarity with a variety of coping strategies with a sense of loneliness, appropriate to their specific difficulty should be expanded.Originality/valueThe issue of coping with loneliness has barely been explored in the context of leaders and managers. This issue is of particular importance, given the negative effects of loneliness on leaders' mental well-being and their functioning at work.
目的本研究旨在探讨校长与副校长对其工作孤独感处理策略的认知。该研究提出了两个问题:(1)教育领导者如何看待他们在工作中应对孤独的策略?(2)校长和副校长在处理孤独感的方式上有什么不同?设计/方法/方法基于对22名校长和19名副校长的41次半结构化访谈,发现了三种主要的应对策略。结果:本研究区分了三种应对工作场所孤独感的策略:(1)接受学校内外的支持;(2)行动导向的应对策略;(3)观点导向的应对策略。其中一些策略是校长的特征,而另一些则是副校长的特征。实践启示应扩大教育型领导者对各种应对孤独感策略的熟悉程度,以适应其特定的困难。在领导者和管理者的背景下,应对孤独的问题几乎没有被探讨过。考虑到孤独对领导者的心理健康和工作功能的负面影响,这个问题尤为重要。
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Journal of Professional Capital and Community
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