Search Results (16)

This study investigates the influence of entrepreneurial leadership, knowledge management, and digital capability on entrepreneurial performance in Indonesia’s education sector while also examining the mediating role of value co-creation. Grounded in the Resource-Based Theory, Capability Theory, Behavioral Approach to Leadership, Service-Dominant Logic, and Entrepreneurship Theory, this research provides a comprehensive framework to understand how intangible resources, leadership behavior, and value co-creation jointly enhance institutional performance. Employing a quantitative research design, data were collected through a survey of 350 junior high schools selected via multistage cluster sampling, with respondents comprising principals, teachers, and school committee members. Structural Equation Modeling (SEM) was applied to test the reliability, validity, model fit, and structural relationships among variables. The results reveal that knowledge management and digital capability play a pivotal role in improving entrepreneurial performance. Furthermore, entrepreneurial leadership, knowledge management, and digital capability collectively enhance value co-creation within educational institutions. These findings suggest that strengthening knowledge management and digital capability strategies is essential for advancing school-level entrepreneurial performance. From a policy perspective, this study highlights the need for training initiatives, supportive regulations, and institutional frameworks to promote sustainable educational entrepreneurship. Full article

Teacher innovation is critical for fostering student creativity, enhancing school effectiveness, and advancing national talent strategies. Grounded in the broaden-and-build theory of positive emotions and social information processing theory, this study develops a moderated mediation model to explore the motivational mechanisms underlying teachers’ innovative work behavior. Using survey data from 508 teachers in mainland China, the analysis reveals that teacher well-being positively influences innovative work behavior, and this relationship is mediated by perceived insider status. Furthermore, principal authentic leadership enhances the impact of perceived insider status on innovation and strengthens the indirect effect of well-being through this mediator. These findings underscore the importance of both emotional pathways and contextual signals in shaping teacher innovation, offering theoretical contributions to education leadership and teacher work behavior research while providing practical implications for creating supportive and innovation-conducive school environments. Full article

Work-related stress and well-being in school leaders is an increasing concern in education. This paper explores how stress accumulates in a principal’s practice over time, challenging the assumption that stress is static or uniformly experienced. We conducted a single-case, mixed-methods study and collected quantitative data on sleep quality, mental health, health behaviors, and leadership self-efficacy along with qualitative data from four semi-structured interviews and two observations with a single principal. Our findings show that while work-stress was manageable, and even positive at times, increasing workload and systemic challenges led to an accumulation of stress that negatively affected Mary’s overall health and leadership self-efficacy. Her appraisal of work-stress was influenced by factors such as control, agency, complexity of the stressor, and alignment with job expectations. We recommend that principal preparation programs include education on stress management, health, and leadership sustainability, and we call attention to school districts and their role in supporting principals under increasingly complex and uncertain conditions. Full article

Background: Disruptive clinician behavior (DCB) negatively affects patient safety by impairing healthcare team communication. In Japanese hospitals, hierarchical structures and traditional leadership styles contribute to its persistence. This study examines the prevalence and impact of DCB in two general hospitals and evaluates the role of response strategies in mitigating its effects. Methods: A quantitative web-based survey was conducted among 256 healthcare professionals from two general hospitals (751 and 661 beds). The survey included demographic data, a validated DCB scale, and a structured questionnaire assessing triggers, responses, and impacts. Statistical analyses included principal component analysis (PCA), structural equation modeling (SEM), and moderated mediation analysis. Results: Among participants, 79.3% reported experiencing or witnessing DCB. Psychological/social impact partially mediated the relationship between DCB and hospital management issues (β = 0.19, p = 0.001). Response strategies reduced the psychological/social impact of DCB (β = −0.20, p < 0.001) but did not mitigate its direct effect on hospital management. Conclusions: While prompt responses can alleviate the psychological burden on victims, they do not prevent broader institutional damage caused by DCB. Effective interventions should focus on both individual and organizational measures to reduce the occurrence of DCB. Full article

Research has identified principal leadership as one of the most salient school-level predictors of teacher retention. However, the survey-based quantitative nature and specific survey questions used in this research make it difficult to discern which leadership behaviors or approaches contribute most to teacher retention. As a result, school leaders and those responsible for preparing and/or employing them lack clear, research-based information about specific practices that could be effectively utilized, particularly in high-poverty schools. This qualitative case study, set in a high-poverty U. S. elementary school with high retention rates, utilized Simon and Johnson’s (2015) framework of how principal behaviors that increase teacher retention in the quantitative research are exhibited in under-resourced schools. The study generates qualitative understandings of how a principal’s actions contributed to retention by reaffirming a mission to serve high-poverty students, recognizing teachers for their work, developing and fostering within-faculty relationships, strengthening relationships with families, and providing disciplinary support. In doing so, the study also provides support for an existing framework for leading for retention and insights into how these actions may influence or be seen in survey responses used in survey-based research. Full article

This qualitative case study explored teachers’ perceptions regarding the impact of principal leadership behaviors that helped to enhance teacher collective efficacy (TCE). Through analysis of focus group and individual, in-depth interviews, four leadership behaviors supporting enhanced TCE emerged: (1) relationship building, (2) trust, (3) collaboration, and (4) empowerment. The findings suggest that site and district leaders should focus on these four leadership behaviors to enhance TCE. Full article

Although a principal’s leadership of the curriculum can have a substantial influence on student outcomes and school performance, limited research exists about the impact of a principal curriculum leadership on the development of students’ thoughts, attitudes, values, and behavioral patterns, so that they can participate effectively in modern society. Based on the theory of human development ecology, this study aimed to explore the impact mechanisms of principal curriculum leadership on students’ modernity, examine the chain mediating effects of teacher leadership and class management effectiveness, and examine the moderating effects of class collective effectiveness. The results reveal that principal curriculum leadership was unable to significantly predict students’ modernity; teacher leadership played an independent mediating role, whereas teacher leadership and class management effectiveness played a chain mediating role; and class collective effectiveness significantly positively moderated the effect of teacher leadership on class management effectiveness and the effect of class management effectiveness on students’ modernity. In order to improve principal curriculum leadership and enhance students’ modernity, the former needs to consider students’ sustainable development, and further attention should be paid to the value of “significant others”, such as principals and teachers, in the development of students, as well to the mechanisms by which the school ecosystem influences the sustainable development of students. Full article

Teachers and educators are experiencing turmoil under the drastic changes in educational practices caused by the COVID-19 pandemic. According to research, transformational leaders effectively facilitate organizational change by fostering teachers’ sense of belonging and boosting social identity in their team members, which can result in better team well-being via higher team cohesion. Recently, research has increasingly explored the role of emotional contagion and its relationship with leadership. Accordingly, the current study aims to delve deeper into the role of emotional contagion in linking transformational leadership to cohesion among teachers in the school setting. To this purpose, 581 teachers from northern Italy filled out a self-report questionnaire (72.1% female, M_age = 47.06, and SD_age = 11.42). A moderated mediation model was tested to assess the mediating role of organizational identification in the relationship between transformational leadership and team cohesion and how emotional contagion may moderate this association. The obtained results provided support to the hypothesized model. Overall, the present study corroborates the critical role of school principals’ behavior in fostering greater organizational identification among teachers, which is associated with better team cohesion. This study constitutes an early attempt to gain more insight into the role of emotional variables in explaining the influence of leadership behavior. Full article

It is essential to reorient education in order to improve student learning outcomes and offer instruction in sustainable development. This reorientation should particularly focus on updating the educational concepts and behaviors of principals and teachers. It is a common practice to see principals’ instructional leadership (PIL) as a crucial aspect that may facilitate the development of teaching and learning in a sustainable manner. This article identified the influence path of principals’ instructional leadership on students’ academic achievement (SAA) through teachers’ teaching practice. In 2016 and 2017, survey data were gathered from 60,419 students and parents, 2232 teachers, and 506 principals from all 231 primary schools in the capital city of a central province in China. This paper uses a structural equation model to examine serial, multiple, mediating effects based on a value-added model to identify effective teachers’ professional development (ETPD). The research findings show that ETPD in Chinese primary schools includes teacher cooperation and communication but not professional guidance, innovation, and individual teaching reflection. PIL does not have a significant direct positive effect on SAA, but teaching strategies (TS), rather than ETPD, can mediate between PIL and SAA. Finally, PIL influences TS through ETPD and ultimately influences SAA. This paper argues that for providing sustainable and high-quality education, not all TPDs are effective for Chinese primary school teachers. Principals can promote SAA by encouraging teacher cooperation and communication to improve teaching strategies. Chinese principals should shift their attention more from administrative matters to the sustainable development of teaching and learning. Full article

An effective leader follows a style that helps maintain good relations with his staff. A school leader should use a style best suited to his teachers’ behavior. This research investigates the association between four leadership styles (instructional, democratic, transformational, and laissez-faire) and teachers’ behavior in Malaysia. This study applied a quantitative research method using a survey technique by administering questionnaires. Both descriptive and inferential statistics were used to analyze the data. Multiple regression and ANOVA were used to study the strength of the relationship between variables. The research found average care of the principals towards teachers’ emotional behavior. Democratic leadership style showed significant relationships that explain 28.5% of the variation in the emotional behavior of the teachers. Leaders with a democratic leadership style were more aware of and responded positively to teachers’ psychometric behavior. School principals with transformational leadership styles responded positively to teachers’ pro-social behavior, although the relationship was weak. These results indicate that a democratic leadership style addresses the issues of teachers’ emotional behavior, while instructional leadership, which is the most perceived leadership style, does not. The result of this study can guide Malaysian school principals in choosing the appropriate leadership style best suited to teachers’ behavior. Full article

Job satisfaction levels are important for people who spend most of their days at work. In the literature, there are studies on many factors that may affect the job satisfaction of employees. It is seen that the leadership behaviors of school principals affect teachers. This research aims to reveal the effects of school administrators’ leadership behaviors on teachers’ job satisfaction. A qualitative research technique was used in this study. Twenty-five secondary school teachers participated in this study. Research data were collected through a semi-structured interview form prepared by the researcher. The data were analyzed through the content analysis technique. The findings showed that the job satisfaction levels of the teachers were not sufficient, and the positive and negative leadership behaviors of the school principals affected the teacher job satisfaction. Full article

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research. Full article

This study aims to investigate the effect of school administrators’ personal initiative behaviors and their leadership styles on teacher motivation. In this study, designed with a quantitative research approach, the relational scanning model was used, and a model was created to test the effect of school administrators’ leadership styles and personal initiative behaviors on teacher motivation. In this context, the leadership styles of school administrators and their personal initiative behaviors were studied as independent variables, while teacher motivation was studied as a dependent variable. In the study, 406 teachers working in high schools in Manisa city center were selected using the purposeful sampling method. Pearson moment correlation techniques and multiple regression analysis techniques were used to determine whether there was a significant relationship between dependent and independent variables during the data analysis. According to the results obtained from the research findings, it was observed that the general motivation levels of the teachers were high. In the analyses conducted in terms of the relationships between school administrators’ personal initiative-taking behaviors and teachers’ motivation, it was found that these variables had a significant and positive relationship; similarly, it was determined that there is a significant relationship between the leadership styles of school administrators and the motivation of teachers. In the regression model established to examine the effect of the leadership styles of school administrators on the internal factor dimensions of teacher motivation, it was determined that all sub-dimensions of leadership styles predicted teachers’ internal motivation. This research provides evidence that school administrators’ personal initiative behavior is directly related to teacher motivation and positively affects teacher motivation, thereby affecting the quality of their teaching. Full article

Excessive energy consumption and carbon emission damages the ecological environment and socially sustainable development in China. Organizations are major energy consumers, and should be principally responsible for energy saving. Despite that many organizational leaders know it is urgent to manage the energy saving behavior of employees, “how to effectively manage” receives less attention in both academic and practical fields. To fill this gap, this study adapts charismatic leadership theory to develop a theoretical model and explores how organizational leaders manage the electricity saving behavior of employees. This model was tested with a survey of 627 full-time employees from 14 provinces and municipalities of China. Results show that sustainable development vision, electricity saving cues, inspiration and role modeling significantly increase the electricity saving responsibility of employees, which in turn positively influences their electricity saving behavior. Moreover, organizational reward policy buffers the positive relationship between responsibility and behavior. This study contributes to energy conservation literature by explaining what characteristics of leadership improve the electricity saving behavior of employees and how leader characteristics match with organizational policy to effectively manage this. The practical implications for electricity saving management are also discussed. Full article

Lack of sustainability in ethical behavior is one of the principal reasons for unsustainable outcomes. The present study observes how sustainability in ethical leadership affects employee outcomes like trust, effective commitments, and organizational deviance. Ethical behavior and decisions of leaders will continue to be a source of concern in organizations where deviant actions are carried out by employees. The perception of bad ethics becomes a threat to the success of the organization. This study examines the impact of ethical leadership (EL) on trust (TR), affective commitment (AC), and deviance behavior of employees in the hotel industry. Using convenience sampling and a cross-sectional research method, the study made use of 150 questionnaires to get the perceptions of the respondents about the constructs. Data were obtained from employees of hotels in Cameroon. Confirmatory factor analysis, path analysis, and correlation analysis were conducted to assess the primary outcomes and to test the causality between each set of variables. The results showed that ethical leadership encourages employees to build trust in their leaders. Employees become effectively committed to their jobs and, thus, find no reason to engage in deviance actions. Furthermore, the results also confirm that trust feelings towards the leader by the employees positively influence affective commitment, hence, prevent deviance actions. Therefore, effectively committed employees do not engage in organizational deviance behaviors (OD). In light of these results, practical implications and recommendations are provided for decision-makers and future researchers. Full article