Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Da’as, Rima’a; Watted, Abeer; Barak, Miri

doi:10.1108/ijem-12-2019-0449

Cited by 13 publications

(15 citation statements)

References 68 publications

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“…Aldhaheri, 2017) and the influence of innovative behavior on the education sector (e.g. Da'as et al , 2020), research about the influence of culture intelligence on innovative behavior with mediating of interpersonal trust on students who have or are carrying out student exchange or studying abroad never discussed in previous academic research. Therefore, this study advances the educational and management literature by studying CQ's influence on individual students' innovative behavior through interpersonal trust in students who have participated or still participated in student exchanges or study abroad.…”

Section: Discussionmentioning

confidence: 99%

“…While diversity has been shown to have several benefits, including enhanced employee creativity and competence, it can also lead to miscommunication, dysfunctional adaptation behaviors and the creation of barriers, reducing the positive aspects that diversity can bring (Al-Jenaibi, 2012). A few studies have examined school principals' innovation (Orphanos and Orr, 2014; Somsueb et al , 2019; Da'as et al , 2020). Nevertheless, innovative behavior is not well documented in student exchange research, studies abroad and cross-culture.…”

Section: Introductionmentioning

confidence: 99%

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Cultural intelligence increase student's innovative behavior in higher education: the mediating role of interpersonal trust

Kistyanto

Rahman

Wisandiko

et al. 2021

IJEM

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PurposeThis paper aims to explore Indonesian students' perceptions of student exchanges or studies abroad regarding cultural intelligence's influence on innovative behavior through interpersonal trust.Design/methodology/approachThis study has used a quantitative research approach. Data analysis uses an approach structural equation modeling-partial least squares (SEM-PLS) supported by program computer software Smart-PLS 3.0. An online questionnaire was distributed to 224 respondents, but only 214 were qualified. In this study, the respondent is Indonesian students who have been completed or are currently conducting student exchanges or studying abroad in the Asia and Australia region.FindingsThis pilot study reveals that high cultural intelligence students positively affect their individuals' innovative behavior. Moreover, interpersonal trust levels would mediate the influence of cultural intelligence on individual innovative behavior students. These results indicate that most Indonesian citizen students who took part in student exchanges or studying abroad had high cultural intelligence.Originality/valueThis study focused on influence cultural intelligence on individuals' innovative behavior, which is referred to as cross-cultural interaction. Also, this study focused on Indonesian citizen students who took part in student exchanges or studying abroad. This kind of research has not been thoroughly or even not been discussed in academic research. Therefore, it was necessary to put this issue into a science education and management science.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cultural intelligence increase student's innovative behavior in higher education: the mediating role of interpersonal trust

Kistyanto

Rahman

Wisandiko

et al. 2021

IJEM

View full text Add to dashboard Cite

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“…The culture and climate of schools are two of the factors that are revealed, in recent research, as the most important for organizational learning to take place. The qualification of school leaders through simulation promotes an improved culture of organizational learning (Shapira-Lishchinsky, 2020), observing a positive relationship between the culture of organizational learning and the climate of innovation, which favours the intention of teachers to remain at the schools (Da'as et al , 2020). Furthermore, there is a positive correlation between an organizational learning culture and good student learning outcomes (Serpa et al , 2020).…”

Section: School Organization As a Context: Organizational Development...mentioning

confidence: 99%

Teachers’ informal learning and organizational learning in Spain

Sallán

Díaz-Vicario

Barrera-Corominas

et al. 2021

JWL

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Purpose The purpose of this study is to focus on the informal learning (IL) processes of teachers in primary and secondary schools in Spain. Its objective is to study the strategies currently used by teachers to generate IL, identifying the factors that condition such learning and the changes that must be introduced to enhance it. Design/methodology/approach The methodology is qualitative, with information from interviews with school principals (n = 21) and teachers (n = 60) from 22 primary and secondary schools in Spain and from 3 discussion groups with experts (n = 17). The topics used refer to strategies to generate and promote IL and its conditioning factors. Findings The findings suggest that, regardless of the stage (primary/secondary) and ownership of the centre (state/private), the teaching staff use IL strategies that, beyond individual actions, involve meeting, sharing and reflecting with other teachers. The challenge is that IL facilitates both professional development and the development and improvement of the organizations. School principals play a central role in achieving this relationship and promoting the institutionalization of changes and educational administration in facilitating the right conditions for their development and recognition. Research limitations/implications Given that the participation of schools in the research was voluntary, as was that of the teachers who agreed to be interviewed, some bias may exist. To refine the analyses it would also have been interesting to contrast with the people interviewed some of the assessments which appeared in the focus groups. Finally, future work might focus on analysing in greater detail the effect of different management styles on IL. Practical implications The results presented point to the need for decisive support from school leadership teams for collaborative work processes and joint reflection, which are one of the basic conditions for facilitating IL and, at the same time, for encouraging organizational learning. Furthermore, in the Spanish context, there is the challenge of combining the participation of teachers in formal training actions with the recognition of IL generated in the development of daily professional activity. Originality/value The data provided complements and reaffirms the findings of research carried out in other types of organizations, at the same time highlighting the importance of horizontal relationships among education professionals and the difficulty of creating a solid foundation for organizational changes. Improvements are, on the other hand, highly conditioned by the role adopted by school principals.

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Section: Introductionmentioning

confidence: 99%

“…During times of change, leadership in organizational processes has received increasing attention among management scholars. For example, principals' innovative behavior could form a positive climate in organizations and affect teachers' behavior (Da'as et al, 2020). Poor leadership is considered as one of the barriers in integrating technology into the curriculum for instructional purposes (Hew and Brush, 2007).…”

Section: Introductionmentioning

confidence: 99%

A time to gather stones – barriers to use technologies before the COVID-19 school closures

Васильевна

Kolygina

Khavenson

et al. 2022

IJEM

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PurposeThe study examines how teachers and school administrative staff perceive external and internal barriers to the implementation of technologies into the teaching process and how teachers and school administrative staff technology readiness is related to these perceptions. These data were used for discussion and construction of an explanatory model.Design/methodology/approachThe data from 8,188 Russian respondents who took the survey just before the first massive lockdown announcement due to coronavirus disease 2019 (COVID 19) was used. First, descriptive statistics were shown for two groups: teachers and administrative staff. Second, confirmatory factor analysis was applied to construct external and internal barriers scales. These scales were then used as dependent in a series of regressions with the technology readiness index (TRI) and the respondent role in schools as independent variables.FindingsResults showed that administrative staff compared to teachers were more likely to select internal barriers related to teachers, while teachers were more likely to choose external obstacles. The technology optimism scale was negative, and negative attitudes toward technologies were positively related to both barriers.Originality/valueThe originality of the study lies in determining the relationship between the technology readiness and choosing barriers perception as well as comparing the sense of responsibility for the introduction of technologies in schools experienced by teachers and administrators.

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Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Cited by 13 publications

References 68 publications

Cultural intelligence increase student's innovative behavior in higher education: the mediating role of interpersonal trust

Cultural intelligence increase student's innovative behavior in higher education: the mediating role of interpersonal trust

Teachers’ informal learning and organizational learning in Spain

A time to gather stones – barriers to use technologies before the COVID-19 school closures

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