Organisation and Efficiency of Education Systems: Some empirical findings

Lassibille, Gérard; Gómez, Lucía Navarro

doi:10.1080/03050060027737

Cited by 17 publications

(8 citation statements)

References 3 publications

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“…Alongside these possible reasons, organizational framework, societal settings, culture, and other contextual factors impact principal leadership [64]. In that sense, the context shapes principal leadership, styles, and standards, which become disparate across nations [65][66][67][68]. As noted by Oplatka [69], Western and non-Western contexts are dissimilar, and dissimilarities in the structure of educational systems across countries stem, "at least in part, from the cultural, national, and sociological contexts underpinning education within them" (p. 428).…”

Section: Discussionmentioning

confidence: 99%

Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

et al. 2020

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Achievement-oriented leaders let their followers know their expectations. They regularly set clear goals with potential high-performance standards, they trust in the capabilities of their subordinates, and they encourage the continued performance improvement of their subordinates. This investigation studied the effects of private secondary school principals’ leadership styles on teachers’ job performance. Four leadership styles outlined in the path–goal theory and five key performance indicators (KPIs) of teacher job performance were chosen for the present research. Numerous prior studies have documented this subject. However, they reported on teacher job performance as a single unit. Therefore, a concerted effort was required to examine the effects of adopted principal leadership styles on each of the five key performance indicators of teacher job performance. A total of 253 middle management personnel took part in this empirical study. The correlation findings from the structural equation modeling revealed that the directive leadership style had a significant effect on teacher job performance in the studied schools, followed by the supportive and achievement-oriented leadership styles. Conversely, although participative leadership was identified as a significant predictor, it was not considered a promising predictor of teacher job performance. This research was conducted in a non-Western culture, where directive leadership is beneficial for encouraging teacher job performance; this claim is greatly supported by the available rigorous literature.

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Section: Discussionmentioning

confidence: 99%

Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

et al. 2020

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“…However, the structure of educational systems differs widely across countries, and education systems are structured in very different ways (Dimmock & Walker, 1998;Lassibille & Gomez, 2000). The dissimilarities stem, at least in part, from cultural, national and sociological contexts underpinning education in any nation.…”

mentioning

confidence: 98%

The principalship in developing countries: context, characteristics and reality

Oplatka

2004

Comparative Education

159

103

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“…Bursalioglu and Selim (2015) claimed that investigating efficiency in academic and research activities is important, along with exploring the factors that determine efficiency through DEA; these factors include public expenditure in higher education and ratio of higher education graduates to the total population [26]. Lassibille and Gomez (2000) [27] and Grosskopf et al (2014) [28] selected secondary school enrollment to reflect school efficiency and describe national education systems. To evaluate the educational efficiency in the Philippines, Lavado and Cabanda (2009) selected expenditures and secondary enrollment rates [15].…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

Liu

2017

Education Sciences

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Abstract:The importance of education to national competitiveness and future development is self-evident. Resource input secures educational development. However, the efficiency of educational resources, their input-output ratio, and their effects on national competitiveness are matters of concern. This study aims to measure the efficiency of educational resources of a country within the scope of financial capacity. This study further evaluates the effects of educational efficiency on national competitiveness. Data envelopment analysis was applied to measure the efficiency of educational resources, and two-way fixed-effect panel data were used to evaluate the effects on national competitiveness. This study corroborated that among 53 countries, those with high educational efficiency and stable development are mainly concentrated in East and Southeast Asia. According to different levels of development and/or regional location, the driver of education is only significant in the most competitive economies. In addition, given the development stage, governments should depend on their own level of competitiveness in determining priority areas of development.

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Organisation and Efficiency of Education Systems: Some empirical findings

Cited by 17 publications

References 3 publications

Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

Principal Leadership Styles and Teacher Job Performance: Viewpoint of Middle Management

The principalship in developing countries: context, characteristics and reality

Effects of Educational Efficiency on National Competitiveness Based on Cross-National Data

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