Education Management
jamal abdolmaleki; Mohammad Ghafari Mejlej; Masoumeh Mahboubi Ebrahimi; Faezeh Asadi
Abstract
Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this ...
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Abstract
The aim of the present study was to investigate the role of leadership behaviors of school principals in the team learning of teachers. The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the desired reliability and validity of the tool were indicated by the results. To analyze the data, structural equation modeling was used by Lisrel 10.20 software. The results indicated that: task-oriented leadership behavior of school principals had a positive, direct and significant effect (0.27) at the 0.05 level on teachers' team learning with a t value (4.98). Also, the Person -oriented leadership behavior of school principals had a positive, direct and significant effect (0.50) at the 0.05 level on teachers' team learning with a t value (9.34). The dual leadership behaviors of school principals are able to explain 38% of the variance of teachers' team learning, which has a t (8.41) and indicates the significance of the explained variance of teachers' team learning by the dual leadership behaviors of school principals.
Extended abstract
Introduction
Although team learning is one of the most effective and important processes in teams, through which teams are able to improve and develop their knowledge and skills (Shoukat et al., 2023), leadership plays a crucial role in the formulation, implementation, and development of team members' rules during teamwork to ensure successful team work (Hariharan & Anand, 2023). This is because team learning involves exchange, discussion, and development of knowledge, ideas, and structures, receiving feedback, and reflecting on teamwork, analyzing and learning from mistakes, and how to avoid them in the future (Lehmann-Willenbrock, 2017). Therefore, leadership behavior is considered as a necessary facilitator for creating conducive conditions for participation in team learning behaviors, such as creating a safe environment, and is considered a significant and fundamental enabler (Koeslag-Kreunen et al., 2018a). Leaders can indirectly facilitate workplace learning at these levels through their leadership behaviors (Wallo et al., 2022). However, team members do not automatically engage in team learning behaviors; as this can lead to problems. For example, differences in levels can result in non-constructive dominance by members with more authority, and members may experience excessive cognitive load when faced with unstructured tasks. Therefore, it is argued that participation in team learning behavior should be encouraged through leadership behavior (Van der Haar et al, 2017); as leadership behavior involves formulating a clear set of expectations for achieving organizational-individual goals through influencing and accompanying others, utilizing organizational resources, and facilitating individual and collective activities, in a structured guidance (Zhang et al, 2022). Or it is defined as "the process of influencing others to understand and agree on what needs to be done and how to do it, and facilitating individual and collective efforts to achieve common goals" (Yukl, 2010: 8).
School organizations, like other organizations, consist of various issues and goals, so they have the ability to adopt a team-oriented approach to the school workforce, mainly teachers, and explore team-related issues in schools with an emphasis on teachers in the form of work teams and school managers as team leaders for research. Various research has been conducted in diverse organizations, including the school organization, on how leadership behavior can support team learning behavior, for example.Hariharan & Anand(2023); Lundqvist et al(2023); Shoukat et al(2023); Abdolmalek & Ghanbari (2022); Koeslag-Kreunen et al(2020,2018a,2018b); Ghanbari et al (2017); Chatalalsingh & Reeves(2014); Imants et al(2013) & Nouwen et al (2012).
In analyzing the duties of teachers, it can be said that school teachers have two types of adaptive and developmental duties, which team learning facilitates these duties implicitly and explicitly. Therefore, team learning of teachers is influenced by the leadership behaviors of school administrators, in a way that the leadership behaviors of school administrators can be an effective factor in team learning of teachers and facilitate it. Therefore, by correctly recognizing leadership behaviors and employing them by school administrators, we can go beyond adaptive duties in teachers, especially innovative duties, in the context of team learning. As can be seen, studies and theories only indicate the relationship between leadership behavior and team learning, and it cannot be accurately said which type of leadership behavior has a greater impact on team learning. Therefore, in order to clarify this research gap, the researchers of this study considered the faculty of primary schools as a team and examined the effects of various leadership behaviors of school administrators on team learning of school teachers in order to clarify the exact role and effects of various leadership behaviors of school administrators on team learning of teachers. The information obtained from this research can assist school administrators in selecting and employing effective and useful leadership behavior in order to create, strengthen, and develop team learning of teachers. Therefore, our question is whether the various leadership behaviors of primary school administrators have a significant effect on the team learning of their teachers, and which type of leadership behavior has the greatest impact on the team learning of teachers? Therefore, the main question of this research is whether the dual task-focused and individual-focused leadership behaviors of school administrators have a significant impact on the team learning of teachers.
Theoretical framework:
Team learning behaviors are crucial, especially for team performance and effectiveness; therefore, it is essential for teams to strengthen team learning behaviors (Gerbeth et al, 2022). Team learning behaviors are defined as team activities in which team members engage to perform tasks effectively; therefore, teams that share and exchange knowledge among their members, create shared understanding and new knowledge, engage in constructive blending and discussion of opinions, and reflect on their teamwork are recognized as exhibiting team learning behaviors (Widmann & Mulder, 2020).To understand when leadership is effective in teams, research typically observes leadership from a behavioral perspective (Koeslag-Kreunen et al, 2018a). Burke et al (2006) distinguished two main behavioral styles: individual-oriented and task-oriented team leadership behaviors. Clearly, these behaviors can stem from vertical and shared team leadership resources.
Individual-oriented leadership behaviors: are behaviors that encourage communication, support self-governance, and motivate team members to move beyond their individual interests. Attention, empowerment, and transformational leadership have been recognized as specific accepted leadership behaviors with a focus on the individual (Burke et al, 2006). Since attention refers to creating a positive space for cooperation and open communication and emphasizing relationships and team members' well-being, it is supportive of team learning behavior (Carmeli, Tishler & Edmondson, 2012). Empowerment leadership means actively developing self-governance skills in team members (Burke et al, 2006). Transformational leadership attempts to assist team members in surpassing their individual interests and taking action towards problem-solving by creating challenges and fostering creativity (Bass & Avolio, 1994). Overall, it is argued that individual-focused leadership behaviors strengthen team learning behaviors through encouraging communication, supporting self-governance, and going beyond individual interests.-
Task-oriented leadership behaviors: These behaviors emphasize the task of team members by providing information on tasks, task structure, and monitoring team performance, and include 1) boundary-spanning, 2) structural facilitation, and 3) transactional leadership (Burke et al, 2006). Boundary-spanning involves examining the environment for new information, networking, and negotiating for team resources (Ancona & Caldwell, 1992). Additionally, Burke et al. (2006) argue that boundary-spanning activities guide teams towards task accomplishment based on available material resources and organizational strategies. Structural facilitation refers to defining team tasks, work methods, goals, and outcomes (Dong et al, 2017). Finally, Ashauer & Macan (2013) suggested that task-oriented leadership with a focus on team tasks and performance can encourage members to demonstrate their competence for the task, thus encouraging them to participate in team learning behaviors.
Methodology:
The research population consisted of all primary school teachers of Qorve city, numbering 548 people, and a sample size of 225 people was selected from this population by simple random sampling based on Morgan's table. The research method was correlative and through structural equation modeling. To collect data, Strang.'s leadership behavior questionnaire (2005) and Bresó et al.'s team learning questionnaire (2008) were used. To determine the reliability and validity of the tool, Cronbach's alpha and confirmatory factor analysis techniques were used; the results indicated the desired reliability and validity of the tool. To analyze the data, structural equation modeling was used by Lisrel 10.20 software.
Discussion and Results:
According to the results of structural equation modeling analysis, task-oriented leadership behavior of school managers has a significant, positive direct effect(0.27) on teacher team learning (p=0.05) with a t-value of 4.98. Similarly, individual-oriented leadership behavior of school managers has a significant, positive direct effect (0.50) on teacher team learning (p=0.05) with a t-value of 9.34. Dual leadership behaviors of school managers can explain 38% of the variance in teacher team learning, which is significant with a t-value of 8.41, indicating the significant variance explained in teacher team learning by dual leadership behaviors of school managers. The fit indices of the model are as follows: the ratio of chi-square to degrees of freedom (1.47), RMSEA (0.045), CFI (0.97), GFI (0.95), and AGFI (0.93). Based on the fit indices in the path analysis model, it can be concluded that the ratio of chi-square to degrees of freedom indicates a good fit between the conceptual model and the empirical model. The value of RMSEA is within an acceptable range. The values of CFI, GFI, and AGFI also indicate a good fit for the structural model. Therefore, it can be said that the structural model of the study has a good and acceptable fit.
Conclusion:
In explaining the results of the research, it can be said that Hoch (2014) argued that the distribution of leader behaviors among team members can help resolve their non-constructive conflicts and support members in providing unique information. Therefore, individual-centered leadership with encouragement, modeling, empowerment, and power control in teams that have adaptive and developmental tasks enhances learning. Bucic et al (2010) showed that for performing adaptive tasks, transformational leadership behaviors encourage participation and urge team members to maintain their boundaries. As a result, teams are able to collectively create new ideas. Additionally, Nouwen et al (2012) highlighted that integrating considerations and strengthening leadership behaviors enhances team learning for performing adaptive tasks, as these leaders maintain close social relationships, respect, trust, and group cohesion. They encourage speaking up through modeling and requesting feedback, and demonstrate how to provide feedback. Their actions encourage self-leadership and leadership skills.
However, task-centered leadership has limitations for learning in teams with adaptive tasks. Bucic et al (2010) showed that for teams with adaptive tasks, transactional leadership supports team learning behaviors as it provides structures and processes and subsequently reinforces structured routines. Nevertheless, McKeown (2012) and Nouwen et al (2012) discovered that in teams with adaptive tasks, team leaders can excessively control work processes, which hinders team learning. Moreover, they demonstrated that if team leaders do not involve team members in decision-making or share goals and actions with the team, team confidence (in each other and in the leader) decreases and team learning motivation decreases. Therefore, it can be said that individual-centered leadership behavior is essential for supporting team learning, and our findings contribute to understanding the timing and application of this behavior. Leadership behaviors strengthen team learning through individual and task-centered behaviors displayed by a unified leader and team members, including leadership behaviors such as building trust and relationships, empowering and challenging team members, and structuring tasks and goals.
seyed javad mortazavi amiri; meysam kramipour; Mohammad Ghafari Mejlej; fouzieh salari Jaeeni
Abstract
Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on ...
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Creating a program-oriented dynamic professional learning environment is to facilitate the professional development of interdisciplinary curricula that shapes the future of new knowledge creation in universities. The current research aims to design a dynamic professional learning environment based on an interdisciplinary curriculum with the approach of the effectiveness of knowledge creators in order to provide a model. The present research method is qualitative-quantitative. The statistical population of the qualitative research is the members of the elite educational and research faculty members, who were selected through interviews and qualitative methods from 30 faculty members of the universities of medical sciences in the north of the country (Mazandaran, Gilan and Golestan provinces). The quantitative part was investigated according to the size of the population of 3725 people with the number of 250 people as sample B using the regional sampling method. The software used for statistical analysis were SPSS 26 and pls 3. Using the coding method of qualitative content analysis based on interviews with elites and using fuzzy Delphi, the components of dynamic professional learning environment in interdisciplinary lesson planning with a view to the effectiveness of knowledge creation were identified and classified using the structural model of effectiveness weights. The results showed that all the components of the dynamic professional learning environment in the field of interdisciplinary lesson planning were identified and then the meaningful dimension was confirmed in the research, and by examining the themes, concepts and quantitative and qualitative research, the model of the dynamic professional learning environment based on interdisciplinary lesson planning was explained with an effective knowledge-creating approach.
Extended Abstract
Introduction
Dynamic professional learning environment (DPLC) as a form of professional development in health and medical education is widely recognized to serve the development of faculty members and medical students related to their better development (e.g., Vesio & Adams, 2015 (Vicki, 2015). In this framework, faculty members, students, and universities of medical sciences act as a professional learning environment for themselves (Clarke & Hollingsworth, 2002) and in a shared, reflective, reciprocal, and collective responsibility (McLaughlin & Talbert, 2006). The researches have highlighted the positive impact of faculty involvement in a dynamic professional learning environment on improving student learning, as well as in promoting a culture of collaboration, trust, and support that develops among engaged faculty members (Vicki, 2015). Dynamic professional learning environment refers to small groups of experienced faculty members who work together and collaboratively focused on specific learning (Margalef & Pareja Roblin, 2016). Faculty members share interests, values, and perspectives in a dynamic professional learning environment and follow the common approaches (Bolam et al., 2005; Stoll et al., 2006) and have collective responsibility for student learning (King & Newmann, 2001; Kruse & Louis, 1995; Leithwood & Louis, 1998). Faculty members work collectively in a dynamic professional learning environment with the goal of deepening their professional knowledge and improving their teaching. The main question of the research is how to make the content of interdisciplinary courses effective in the field of education in the field of health and treatment? And what are the features of interdisciplinary curriculum planning and what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education?
Theoretical Framework
There have been many articles on the explanation of interdisciplinary models in the field of higher education, but the explanation of a comprehensive and complete model on the effectiveness of the content of interdisciplinary courses has not been done so much. Some researches are as follows:
Koa et al. (2019) investigated the promotion of learning motivation and creativity of high school students in designing an interdisciplinary system. They conducted a research on 45 high school students and the results showed that self-efficacy, enjoyment of learning and learning authenticity affect the design of the content system of interdisciplinary courses (Kuo et al. 2019). Vorberg et al. (2019) systematically investigated the effectiveness of professional training in the medical curriculum. The conclusions showed that quantitative and experimental study plans, group participation, educational environment, course content, and quality of studies cause the effectiveness of professional training among college students (Vuurberg et al. 2019). Egger et al. (2019) explained the interdisciplinary curricula. They got help from the design team consisting of instructors, gifted students, education managers, and planning teams to formulate the curriculum effectively. Casamaningtias et al. (2018) analyzed and investigated the effectiveness of physics curriculum learning. The results showed that the assessment of learning based on problem solving and mental discovery processes in order to measure the effectiveness of the curriculum can improve the efficiency of developing the lesson plan (Kusumaningtyas et al. 2018). Lidal et al. (2018) presented a research entitled "Implementation of interdisciplinary programs with the reverse coaching model". The results showed that the best identification of the implementation variables of the interdisciplinary program is individual training for student leadership, planning responsibility, student documentation, and the active participation of colleagues in the field of coaching (Leedahl et al. 2018). Chang (2017) presented a research entitled "Explanation of the interdisciplinary higher education model for the field of engineering". The findings showed that counselors play an important role in interdisciplinary learning in students. Mutual cooperation should be established between interdisciplinary and science and communication instructors so that they are familiar with current knowledge and technologies. Interview with the experts should be done to explain the interdisciplinary curriculum (Chang et al., 2017).
Methodology
The current research is a qualitative-quantitative research, which in the quantitative part is a correlatiove descriptive research method in terms of the nature of the research method; and from the point of view of the goal, the research is applied because it was based on the investigation of a real problem and specialized knowledge. Also, in terms of time, this research is cross-sectional. In the qualitative section, descriptive-analytical method has been used to examine the opinions of internal experts. In other words, by using the method of foundational data theory (grounded theory) and qualitative content analysis, it has been used to find the effective factors of interdisciplinary curriculum with the approach of the effectiveness of course content in the field of higher education in the form of interviews with faculty members. It is worth mentioning that in addition to the qualitative content analysis method, the fuzzy Delphi method has also been used for the qualitative analysis of the variables, which has added a new innovation to the research.. Its statistical population in the qualitative section is all the experts, managers and faculty members of the universities of Mazandaran, Golestan and Gilan provinces (Mazandaran University of Medical Sciences, Gilan University of Medical Sciences and Golestan Province).
Discussion and results
For the descriptive analysis of the data, SPSS 26 statistical software is used. The Kolmogorov-Smirnov test is used for the normality of the data, and the structural equation test and SMART PLS 3 software are used to answer the research questions.
In this study, a questionnaire was used to collect data. Therefore, using confirmatory factor analysis, the general structure of the research questionnaires has been subject to content validity. For confirmatory factor analysis and structural equation modeling, standard factor loading and t-statistics have been calculated. Based on the observed results, the factor load of the t-statistics of each of the studied dimensions at the 5% confidence level is greater than 1.96. Therefore, the observed correlations are significant.
Conclusion
In this research, four questions were raised, firstly, how can the content of interdisciplinary courses be made effective in the field of higher education? And what are the characteristics of interdisciplinary curriculum planning? And what steps does the interdisciplinary curriculum planning process with the higher education effectiveness approach consist of? And finally, what is the model of the interdisciplinary curriculum with the approach of the effectiveness of the content of the courses in the field of higher education? In response to the first question, according to the materials presented in the research, it can be said: paying attention to four principles in the compilation of course content, including the principles of content preparation, conceptualization in content, content organization, writing and content evaluation by considering points such as: specialty, clarity and understandability, being simple and vivid; measurability, content attainability; which means that they should be written in such a way as to specify the lowest desired level; determining the facts of the work, showing the level of desirability of the work, meeting the needs of the learners, reflecting the rules and goals of education, being behavioral; the content can improve the effectiveness of the content of interdisciplinary courses in the field of higher education. The results of the present study are consistent with the results of Lidal et al. (2018), Kuva et al. (2019), and Shabiri and Hashemi (2014). In response to the second question, the planning of the interdisciplinary curriculum should be designed in such a way that by addressing the discovery of relationships, showing overlaps, creating epistemology and developing methodologies that will ultimately lead to the creation of a new epistemological field, the characteristics of the foundational philosophy of the interdisciplinary approach should be revealed. In response to the third question, in order to explain the interdisciplinary planning model with an effectiveness approach, it is necessary to identify the related academic fields and select the fields that are most suitable for the subject, analyze the content in the light of the insights obtained from the subject fields, determine the subjects and the themes, expansion and development of competence and adequacy in each of the disciplines related to the interdisciplinary issue or subject, identifying the contradictions and differences in the insights obtained from the academic disciplines and identifying the roots, creating or discovering compatible fields between the academic disciplines in dealing with the theme or subject; integration and combination of disciplinary insights should be reflected in content conceptualization, content principles, content organization, content writing, and content evaluation. In response to the fourth question, according to the principles of content preparation, the characteristics of effective content planning, the characteristics of interdisciplinary curriculum planning, the steps of the interdisciplinary curriculum planning process with the approach of content effectiveness, as well as the review of themes, concepts and previous research, interviews with 30 experts and faculty members and based on the analysis of qualitative data from in-depth and exploratory interviews and coding and analysis of the content of the interviews and at the same time their compliance with the theoretical foundations, according to the participants of the influential categories (identifying the real needs of students, identifying the real needs of society, predicting the possibility of flexibility in the national and standard curriculum, revision of the curriculum in accordance with the evolution of the needs, institutionalizing policies that are suitable for learning instead of teaching, using experts in the field of curriculum, using the curriculum of prestigious universities in the world in accordance with the conditions and needs of the country, reducing centralization in the preparation of curriculum programs, reducing the problems in the committees on curriculum writing, the internal communication of the curriculum of higher education and previous levels, the need to provide diverse and flexible content, support the professor to change the content, to involve the student in choosing the content) for the design of the interdisciplinary lesson planning model with the content effectiveness approach was explained and at this stage the conceptual model presented along with the following description of the indicators was sent to the expert group members and their level of agreement with each indicator has been taken and their suggested and corrective opinions have been divided. The absolute average obtained shows the intensity of experts' agreement with each of the research indicators and finally the research model.
In this regard, the current research can be a very good literature and planning model for interdisciplinary curriculum planning experts in order to make the content of higher education more effective, and also for the educational planning officials of the country, so that it will be very effective in expanding this category of studies and courses. For this reason, it is recommended that in order to apply and explain fruitfully the curriculum planning of as many interdisciplinary curricula as possible, which are currently being implemented in some universities of the country, with scientific principles and standards in this field, this research along with other similar cases should be paid attention as a guide of the design of such programs. It is suggested that according to the needs of the market and the structure of social welfare, courses should be planned in order to reduce the problems that arise in medical issues. In addition, it is suggested to use the international curriculum that has been successful in developed countries.
