Instructional Outcomes of School-Based Participative Decision Making

The Effects of Leadership Styles on Employee Motivation in Auditing Companies in Ho Chi Minh City, Vietnam

“…When implement Participative decision-making strategies in the workplace scenario, huge benefits offered for both leaders and employees: Increase employee's motivation [28]; Increase the level of innovation in the organizations [29]; Increase the quality of the decision [30]; Contribute to the quality of employee's work life [29]; Increase employees' motivation [31]; Increase the level of employee's commitment [32].…”

Teacher Collaboration and Latinos/as’ Mathematics Achievement Trajectories

“…Higher levels of teacher collaboration are related to higher levels of school performance for most students because when teachers collaborate to address important instructional issues, teaching and learning may be enhanced (Crow and Pounder 1997;Goddard et al 2007;Smylie et al 1996). …”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…These studies point towards such organizational conditions as transformational leadership and perceptions of interdependence, as well as psychological factors such as self-efficacy beliefs, in enhancing individual and social teacher learning. Moreover, these variables interact to create a supportive environment for learning: the impact of transformational leadership practices on teacher learning activities seems to be mediated by both perceptions of the workplace and psychological factors (Geijsel, et al, 2009;Kwakman, 2003;Leithwood, Jantzi, & Mascall, 2002;Runhaar, 2008;Smylie et al, 1996;Stoll et al, 2006;Thoonen et al, 2011).…”

“…Studies into these antecedents and their consequences for professional learning have shown that the impact of leadership and workplace conditions on professional learning appears to be mediated by psychological factors, such as self-efficacy beliefs (Geijsel, Sleegers, Stoel, & Kruger, 2009;Kwakman, 2003;Smylie et al, 1996;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011). However, most of the relevant studies have been conducted in elementary schools.…”

“…To come to understand the mechanisms at work in fostering teacher professional learning for sustained improvement, scholars have called attention to the interplay between organizational and psychological factors in teacher learning (Richardson & Placier, 2001;Kwakman, 2003;Sleegers, 1999;Smylie, Lazarus, & Brownlee-Conyers, 1996;van Veen, Zwart, & Meirink, 2012). Studies into these antecedents and their consequences for professional learning have shown that the impact of leadership and workplace conditions on professional learning appears to be mediated by psychological factors, such as self-efficacy beliefs (Geijsel, Sleegers, Stoel, & Kruger, 2009;Kwakman, 2003;Smylie et al, 1996;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011).…”