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Purpose The purpose of this study is to examine the influence of the implementation of safety-oriented knowledge management (KM) processes and student diversity acceptance in schools and the interaction effect of safety-oriented KM processes and student diversity acceptance over school performance and student academic orientation. Design/methodology/approach Responses of 977 American schools available in the database of the National Center for Education Statistics were analyzed using hierarchical regression analyses. Findings Results show that implementation of safety-oriented KM processes and diversity acceptance in schools have varying effects on school performance and student academic orientation. The impact of knowledge acquisition from parents on the academic achievement of students is positive and stronger in schools that are low in student diversity acceptance than schools that are high in student diversity acceptance. Originality/value This study adds value to the KM literature by exploring how KM processes are executed in American schools to improve their performance and students’ academic orientation and how diversity among students alters the strength of the relationships.
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The role of school principals is complex and challenging concerning mentoring and engaging teachers and other stakeholders. This study investigates the relationship between principal mentoring (PM) and principal engagement (PE) in schools and assesses the mediating influence of teacher assessment (TA). Data was collected from the Teaching and Learning International Survey (TALIS) Principal Questionnaire (2018), with respondents including principals and members of school management teams from both public and private schools. Data used for this research is accessible in the public domain. Hypotheses were tested using Cronbach alpha, KMO Bartlett test, and the Andrew Hayes model 4. Results show a significant positive relationship between principal mentoring and teacher assessment, teacher assessment and principal engagement, and the mediating effect of teacher assessment on the relationship between principal mentoring and principal engagement. These findings have important practical implications for school administrations and educators, highlighting the importance of supporting principal mentoring initiatives to promote engagement of schools’ stakeholders including teachers, staff, students, and parents. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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Purpose The purpose of this study is to explore the relationship between total quality leadership, social capital development and organizational innovativeness in the school environment. While there are research studies focused on the impact of leadership on implementing quality management practices, innovation and organizational performance, the mediating effect of social capital development has not been explored on the influence of the school leaders. Design/methodology/approach To achieve the purpose of this study, data collected from 158 principals, who participated in the Teaching and Learning International Survey 2018, were analyzed using structural equation modeling. Findings This study found that total quality learning-oriented school leaders are supportive of developing social capital in their schools, and such social capital development is very useful to improve organizational innovativeness. Interestingly, social capital development has been found to mediate the relationship between total quality learning-oriented school leadership and organizational innovativeness. Practical implications This study submits evidence for two major activities that school leaders perform: learning- and control-oriented activities, both being important for improving and measuring quality in the educational sector. This study clearly shows that control-oriented activities lean toward negatively on social capital while learning-oriented activities strongly and positively influence social capital development. From this study, practitioners can be aware and consciously promote social capital development in schools and that social capital development mediates the influence of total quality leadership and innovation in schools. Originality/value Schools can be visualized as guarded communities for creating a secure environment for students in support of learning. This research study shows that the combined cognitive capital, structural capital and relational capital mediate the impacts of total quality leadership on innovativeness in schools. Thus, school leaders should first establish a mechanism to develop social capital among their employees to bring up innovative initiatives.
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- Journal Article (3)
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- English (1)