In a rapidly changing era, educational change has become one of the crucial tasks for better student performance in schools. Potential and innovative leadership in schools is needed to keep up with the fast-pace of change, and to achieve better learning results for students. Therefore, how to construct a teacher's professional development to fulfil the outcome-based policy in schools is a new challenge for principals. This study focused on principals' change leadership as perceived by school teachers and explored which dimension of change might impact on the teachers' professional development. This study successfully invited 490 teachers from 41 elementary schools in New Taipei City (Taiwan) to participate in this study. There were 453 valid questionnaires returned which represented a 92.4% return rate. Twentyfive indicators of change in leadership were classified into three dimensions, namely: "communicating and shaping change action", "building a supported environment", and "adjusting organization and performance". The teachers' professional development has been defined by eight indicators which classified into "willing" and "effect" of participation. This study employed the stepwise method to determine the major factors that impact a teachers' professional development by using regression models. The results reveal both "building a supported environment" and "adjusting organization and performance" in a principal's change in leadership can explain 23.2% of the teachers' professional development. Based on the results of regression analysis, this study suggests that properly shaping a principal's change leadership can prompt to enhancing a teachers' professional development. Furthermore, change leadership might be applied to wider practices to improve a teachers' performance in various settings.
Ensuring equal access to affordable higher education for women and men has become a crucial target of the UN’s SDG 5, while gender disparity persists in various systems. This study employed per capita GDP, the gross enrollment ratio (GER), and the gender parity index (GPI) to demonstrate how higher-education systems have expanded, resulting in the transformation of gender parity. We selected Japan, Korea, Taiwan, and the UK as research targets, using both cross correlation functions and trend analyses to compare the progress of higher-education systems. Considering the economic factor impacting higher-education expansion, this study found that the series of per capita GDP impacted the GERs in emerging economies, for example, Korea and Taiwan. Both the growth of per capita GDP and the extension of the GERs changed the patterns of the GPIs. The gap in gender diversity was found to be diminishing in Japan, Korea, and Taiwan, while the UK could be a unique case, in that females have become a critical mass in higher education. The results of the comparison suggested that gender disparity is likely to continue in Japan, Korea, and the UK in the future. The framework for monitoring gender parity progress is not limited to high-participation higher-education systems, and it can be extended to tackle similar issues in middle- or lower-income regions.
PurposeThis study aims to explore the higher education expansion phenomenon and to what extent that expansion could reshape the pattern of gender.Design/methodology/approachWe selected Taiwan's higher education as a research target. First, we describe the gender diversity patterns in the humanity, social science and STEM programs according to Trow's definition. Second, we identify discrepancies in gender in the major programs according to different indices. Becker’s D, Blau index, GPI, trend analysis and multiple comparisons were used to transform the comparison series data.FindingsFirst, to assess system-wide gender diversity, it was shown that in the elite stage, the D is more sensitive than the Blau index in plotting trends. Second, neither the D nor the Blau index showed sensitivity in humanity and social science programs in the post-mass stage. Third, the GPI more accurately detects differences in gender patterns in the mass and universal stages.Practical implicationsThis study illuminates gender diversity patterns with indices transformation in higher education. Considering higher education expansion is a global phenomenon, the fitted indices can be used to detect gender diversity issues in wider higher education settings.Originality/valueThis study provides an example for addressing the issue using different indices to identify previous and future trends in the higher education system. The study suggests alternative interpretations for gender diversity in various programs that will assist in modifying related gender policies in higher education.
This study aims to determine the relationship between student adaptation and learning performance among second generation immigrant children in elementary schools. We collected 364 students' data to fit this scope from New Taipei City in 2013. Statistical analyses include descriptive statistics,one-way ANOVA, Pearson product-moment correlation, and multiple regression analysis. The findings reveal that the second generation immigrant students' adaptation is pretty well compared to that of their counterparts. The learning performance is also better than that of the expected level. The result indicates there is different individual adaptation among second generation immigrant children due to their mother's education attainment. The different interpersonal adaptation has also shown on their father's education attainment. Mother's occupation can explain the differences of family adaptation, learning adaptation, and student's adaptation. The second generation immigrant student's adaptation has shown low positive correlation with their learning performance. The findings may use to enhance second generation immigrant student's adaptation and prompt to their learning performance.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.