Leadership Learning Research Articles

Sustainable Action and Transformation of Change in Teachers Learning Leadership Model: Promoting Students Independent Learning

Teachers’ learning leadership is one of important facets to students’ quality of independent learning. This should be well constructed by sustainable action and transformational of change. The aims of this research are: 1) to measure how valid and reliable both sustainable action and transformation of change are in the construction of learning leadership model and 2) how learning leadership correlates to independent learning. This is a case study which applies quantitative descriptive method. The data were collected by using a 5--Likert scale questionnaire comprises the indicators of sustainable action, transformation of change and independent learning. This questionnaire was distributed to 59 Elementary teachers of three areas in West Jakarta, Indonesia. The data were analyzed by using SEM PLS and statistical analysis of regression. The findings revealed that both sustainable action and transformational of change were valid and reliable in the construction of learning leadership model. Besides, the analysis of regression showed that learning leadership was significantly correlated to independent learning.

Hubungan Kepemimpinan Pembelajaran Kepala Sekolah Lingkungan Kerja dan Iklim Sekolah Dengan Sikap Profesional Guru di SMP Negeri Kecamatan Pelaihari Kabupaten Tanah Laut

This research analyzes the direct and indirect relationship between Principal Learning Leadership, Work Environment, School Climate, and Professional Attitudes of Public Middle School Teachers in Pelaihari District, Tanah Laut Regency. This type of research is quantitative with an explanatory method using a path analysis model to analyze relationship patterns between variables. The research population was 140 teachers from 8 State Middle Schools in Pelaihari District, Tanah Laut Regency, and 104 respondents were taken as research samples using the Probability Simple Random Sampling technique. Data collection uses questionnaire instruments, and data analysis uses descriptive analysis, classical assumption testing, hypothesis testing, and path analysis. The results of the study of the regression coefficient values ​​for the Principal Learning Leadership and Teacher Professional Attitude variables were 0.423, the Work Environment and Teacher Professional Attitude variables were 0.279, the School Climate and Teacher Professional Attitude variables were 0.232, the Principal Leadership and School Climate variables were 0.430, the Work Environment variable and School Climate of 0.515, the Principal Learning Leadership variable through School Climate with Teachers' Professional Attitudes of 0.778 and the Work Environment variable through School Climate with Teachers' Professional Attitudes of 0.805. In conclusion, a partial direct relationship exists between Principal Learning Leadership, Work Environment, and Teacher Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. There is an indirect relationship between the Principal's Learning Leadership through School Climate and Teachers' Professional Attitudes and the Work Environment through School Climate and Teachers' Professional Attitudes in Public Middle Schools in Pelaihari District, Tanah Laut Regency. Keywords: Principal Learning Leadership, Work Environment, School Climate, Teacher Professional Attitude

Countering technostress in virtual work environments: The role of work-based learning and digital leadership in enhancing employee well-being

Virtual work has been highlighted as an important business trend nowadays. Technostress caused by information and communication technology threatens employee well-being in a virtual context. We integrate insights from the Job Demands-Resources theory to explore the impact of technostress on employee well-being and examine work-based learning and digital leadership capability as buffers of this negative impact via the attenuating effect of work exhaustion. We collected multi-wave survey data from 300 virtual employees to test the theoretical model. Results revealed a significant negative impact of technostress on employee well-being. However, work-based learning and digital leadership capability buffered employees' well-being from this negative effect by reducing their work exhaustion. Our findings extend our understanding of work design and shed light on how to cope with virtual work demands.

Navigating Through Disruption: How are School Principals Leading Digital Learning in Secondary Schools in Ireland

The COVID-19 pandemic forced school leaders to rapidly adopt digital technologies, sparking new awareness and discussions about digital education and its transformation. Despite significant advances, these changes may be minor compared to the potential impact of artificial intelligence and immersive technologies in education. This paper explores digital learning leadership in Ireland’s secondary school sector using the ISTE Standards for Educational Leaders as a guiding conceptual framework. Qualitative interviews with school principals from various secondary school types provide insights into their existing leadership practices and anticipate their future needs. Key findings revealed digital learning visions integrally woven into the school’s broader learning and educational vision and fresh assessments of student digital competence. They highlighted the salience of the school context in decision-making and the drive for more strategic deployment of formal leadership positions and relationships within and between schools. The implication of these findings underscores the imperative of professional learning models for school leaders that are sensitive to the unique context of each school, their bespoke opportunities and challenges, and the rapid advancements in digital technologies.

Facilitators and Barriers to Implementing High-Intensity Gait Training in Inpatient Stroke Rehabilitation: A Mixed-Methods Study.

(1) Background: High-intensity gait training (HIT) is a recommended intervention that improves walking function (e.g., speed and distance) in individuals who are undergoing stroke rehabilitation. This study explored clinicians' perceived barriers and facilitators to implementing HIT utilizing a mixed-methods approach comprising a survey and exploratory qualitative research. (2) Methods: Clinicians (n = 13) who were implementing HIT at three facilities participated. We collected and analyzed data using the consolidated framework for implementation research. Three focus groups were recorded and transcribed, and data were coded and thematically categorized. (3) Results: Survey results identified that the facilitators with a strong impact on implementation were access to knowledge/resources and intervention knowledge/beliefs. The only agreed-upon barrier with a strong impact was lack of tension for change. The focus groups resulted in 87 quotes that were coded into 27 constructs. Frequently cited outer setting facilitators were cosmopolitanism and peer pressure, and the only barrier was related to the patient needs. Innovation characteristics that were facilitators included relative advantage and design quality and packaging, and complexity was a barrier. Inner setting facilitators included networks and communication, learning climate, leadership engagement, and readiness for implementation. However, communication, leadership engagement, and available resources were also barriers. Regarding characteristics of individuals, knowledge and beliefs were both barriers and facilitators. In the implementation process domain, common facilitators were formally appointed implementation leaders and innovation participants. Barriers in this domain were related to the patients. (4) Conclusions: Clinicians identified many barriers and facilitators to implementing HIT that often varied between facilities. Further research is warranted to deepen our understanding of clinicians' experiences with HIT implementation.

Going P(u)BLIQ: Successfully Transitioning Undergraduate Medical Students from Problem-Based Learning to Inquiry Case Learning Through a Novel Hybrid Approach

PurposeProblem-based learning (PBL) is an established learning method in medical education that uses small groups to address a “problem” in the form of a patient’s medical condition. Compared to lectures, there is compelling evidence that PBL performs better in numerous areas including student basic knowledge and satisfaction. Inquiry case (IQ) learning is a modified form of PBL, which can be described as faster-paced and requires more student responsibility. Here, a novel strategy to transition students from the PBL to IQ format is introduced that can be adopted by other programs engaging in PBL.MethodStudents already engaged in PBL were introduced to the IQ format through participation in a series of hybrid PBL/IQ cases. A voluntary, anonymous survey about the hybrid system was conducted with two cohorts of students. The timing of the survey was after engaging in IQ learning following completion of the PBL/IQ hybrid system.ResultsEighty-seven of the 103 (84.47%) students completed the survey. Regarding the approach to IQ learning, students in a leader position (66.28%, n = 57) used journal articles as resources more than non-leaders (54.65%, n = 47) (p < 0.05). Qualitative data analysis provided insights into the biggest challenges students face as IQ learning leaders (activity creation (40%, n = 52/130 responses)) and non-leaders (level of preparedness (46%, n = 37/80 responses)). Survey responses also reported the positive impact the PBL/IQ hybrid system had on their success in IQ learning.ConclusionsThis PBL/IQ hybrid method addresses the biggest challenges faced in the IQ format as leaders and non-leaders, including preparedness, time management within the sessions and in preparing for the sessions, and creating the learning experience for the second day of cases. Additionally, the hybrid approach assisted students with their transition to increased student responsibilities in the IQ format, while allowing them to develop successful strategies for success in IQ learning.

The Evolution and Impact of Google Cloud Platform in Machine Learning and AI

Google Cloud Platform (GCP) has emerged as a leader in Machine Learning (ML) and Artificial Intelligence (AI), known for its cutting-edge technologies and inclusive accessibility. GCP not only drives innovation but also democratizes access to powerful ML and AI tools, empowering organizations of all sizes to harness data-driven insights for enhanced innovation, efficiency, and scalable growth. GCP's impact transcends technological advancements, representing a significant shift in digital transformation across diverse industries. This paper delves into GCP's transformative influence through real-world examples and practical applications across sectors such as healthcare, finance, retail, and entertainment. By showcasing GCP's scalable computing resources and robust data analytics capabilities, it illuminates how these technologies enable businesses to discover new opportunities and operational efficiencies. GCP's holistic approach to ML and AI fosters a culture of continuous innovation, empowering enterprises to excel in the era of intelligent computing and data-driven decision-making

Fulfilling the unmet potential: Harnessing ambition, autonomy, and agility in Northern Ireland's education system

AbstractDespite the divisions within Northern Ireland's education system along religious and academic lines, it has managed to maintain relative stability, or at least a functional inertia, over the past four decades. The full potential, however, of this system and in particular, the Northern Ireland Curriculum (NIC), has yet to be realised. This paper presents a comprehensive exploration of the intricate interplay between the NIC and Initial Teacher Education (ITE), bringing to the fore the footprint of Lawrence Stenhouse. It critically examines the salient features of the NIC, particularly its alignment with Stenhouse's pedagogical tenets, and its subsequent ramifications on ITE, for both its content and pedagogical strategies. The ambitions are, however, not without their challenges. The overarching shadow of an exam‐centric system stymies the NIC's full realisation, presenting a dichotomy between curriculum goals and pragmatic educational realities. The absence of a coherent Teacher Professional Learning framework also inhibited curriculum development. The Learning Leaders strategy, although yet to be implemented due to the collapse of the Northern Ireland Assembly and consequently lack of financial support, has the potential to pick up the baton of reform and help teachers and school leaders move closer to implementing the NIC in the way it was intended. The paper concludes by identifying the probable, possible, plausible and preferred ways forward for NI's education system.

Enhancing Quality Appointment, Preparation and Support System for Malaysian Principals

Educational leaders in the 21st century are under increasing pressure since they need to consistently upskill and reskill themselves so that they can adapt to rapid changes and be prepared to improve the quality of future education, as well as meet the demands of diverse stakeholders. Previous studies in the Malaysian context mostly focused on leadership training for newly appointed school principals, but there has not been much emphasis on continuous professional development for school leaders. This article provides an in-depth analysis of the appointment, preparation, and support system for Malaysian principals. In this study, a qualitative methodology has been applied, which involves document analysis based on policy documents, media, and previously published journal articles. The findings suggest that internal and external supports are currently being provided to principals. However, it proposes a wider framework of support for principals comprising internal and external support, including smart partnerships with diverse stakeholders such as industries, non-profit organizations, and international counterparts. The results provide insights to policymakers on the importance of consistently supporting school leaders to upskill with multifaceted skills to perform multiple functions, such as technological, economic, social, cultural, political, and learning leadership.

The Innovative Potential Of Social Media In Green World Engineering And Technology And Project Management Institutions For Leadership Development And Learning The English Language

The Innovative Potential Of Social Media In Green World Engineering And Technology And Project Management Institutions For Leadership Development And Learning The English Language

Consideration of student evaluations of teaching (SET) and learning: perspectives of learning and teaching leaders through the ethical lens of “first, do no harm”

This paper explores institutional leaders’ perceptions of learning and teaching involved in facilitating and assessing Student Evaluations of Teaching (SET) survey instruments across Australian regional universities. It focuses on how they understand the function of SET, strategies used to mitigate bias, and potential residual harm. Through adopting a combination of inductive and deductive research processes and a thematic analysis through the ethical lens of nonmaleficence (first, do no harm), we report that leaders in learning and teaching perceive SET as a form of surveillance and Quality Assurance ‘performance’, recognise inherent biases inhabited in SET reports, and identify how these biases negatively impact academics through a lack of systematic harm mitigation strategies. The paper’s critical – and novel – contributions include an increased understanding of how SET inflicts harm towards women and other marginalised academic groups through systematic and authorised microaggressions and how SET contravenes universities’ duty of care to employees. It recommends an expansion of the principle of nonmaleficence beyond potential harm to research subjects, including those who undertake research or evaluation (such as academics), particularly if these impact them.

Leadership and safety culture in drilling operations: strategies for zero incidents

This paper offers an overview of key strategies, emerging trends, and collective efforts required to attain zero incidents in drilling operations. The journey towards zero incidents begins with the establishment of clear safety objectives and expectations, fostering a culture of accountability and continuous improvement, implementing effective training and communication programs, harnessing technology for risk assessment and incident prevention, and promoting employee engagement and involvement in safety initiatives. These strategies serve as pillars for building a robust safety framework that safeguards the well-being of individuals involved in drilling operations. Emerging trends in leadership and safety culture reflect a shift towards transformational leadership, psychological safety, data-driven decision-making, technology integration, and continuous learning and development. These trends underscore the importance of proactive risk management, employee empowerment, and technological innovation in driving safety excellence and achieving zero incidents. A call to action is essential for fostering an industry-wide commitment to safety culture in drilling operations. It requires collaboration and collective effort from all stakeholders, including companies, regulators, industry associations, and employees. By prioritizing safety as a core value and business imperative, investing in leadership development, safety training, technology integration, and continuous improvement initiatives, organizations can create safer work environments and drive towards zero harm. The vision for a future with zero harm in drilling operations is one where every individual returns home safely at the end of each day, incidents are minimized, and safety excellence is celebrated. Achieving zero incidents requires a collective commitment from all stakeholders, from organizational leaders to frontline workers, from regulators to industry associations. Through collaboration, innovation, and unwavering dedication to safety, we can turn the vision of zero harm into a reality in drilling operations. Keywords: Drilling, Safety Leadership, Zero Incidents, Safety Culture, Continuous Improvement, Stakeholder Engagement.

Middle School Teacher Self-Efficacy in the Implementation of the Learning Process in Indonesia

In the school environment, all teachers have a good level of teacher efficacy. However, in reality, many teachers still find low levels of efficacy. This has an impact on students' knowledge, understanding, and achievement in the school environment. This is urgent to be researched because there are similarities between theory, hope, and reality. So the research aims to analyze the factors that influence teachers' self-effectiveness in implementing Environmental Education in schools. The method in this research is quantitative research with regression. The subjects consisted of 300 teachers from private secondary schools and state secondary schools spread across Indonesia. Data collection techniques using instruments. Instruments developed from indicators and measured based on a Likert scale. Data analysis techniques using Statistics version 25.0 with descriptive (mean, standard deviation, frequency, and percentage) and inferential statistics using the Multiple Linear Regression method. The results and research findings show that the level of teacher self-efficacy in implementing Environmental Education in schools is moderate. It was found that the factors that influence teacher self-efficacy in the implementation of education are teacher awareness of the environment and teacher perceptions of the principal's learning leadership.

Project-based learning in Australian & New Zealand universities: current practice and challenges

ABSTRACT Project-based learning is a key approach to better preparing students for professional engineering practice. An overview of current practice within Australia & New Zealand is needed to better support academics and their Learning and Teaching leadership in improving their practice. This paper benchmarks current project-based learning practice in Australian & New Zealand universities to identify how project-based learning is currently being delivered as well as challenges associated with project-based learning. Key considerations noted in our research include a variety in the reasons and subsequent designs for project-based learning, workload concerns for unit coordinators, a need to better support authentic project-based learning experiences, as well as a need to manage expectations around student satisfaction. These findings highlight key concerns associated with current practice and provide data for academics and their Learning and Teaching leadership to understand and take steps to ameliorate the challenges of project-based learning.

Project-based learning in Australian & New Zealand universities: sustainability and scalability

ABSTRACT Project-based learning promotes the development of graduates who will be prepared for future professional engineering practice. Whilst there is much literature on project-based learning, the long-term viability of project-based learning within the Australian & New Zealand context needs further exploration. There is a need to better understand the sustainability and scalability of project-based learning within a context where class sizes can extend to over 800 students. This paper draws on interview data with current project-based learning unit coordinators and industry collaborators to identify (un)sustainable and (un)scalable practice, as well as consider how current practice can move towards sustainable and scalable practice. Key support mechanisms include: resourcing; workload allocations; the freedom to design project units as required; co-coordination models; and a shared understanding of how to interpret student feedback. These findings highlight the support mechanisms required for successful delivery of project-based learning, and provide guidance for academics and their Learning and Teaching leadership on how best to sustain and grow project-based learning in Australia & New Zealand.

Research on Critical Factors Influencing Organizational Resilience of Major Transportation Infrastructure Projects: A Hybrid Fuzzy DEMATEL-ISM-MICMAC Approach

To strengthen major transportation infrastructure projects’ (MTIPs’) organizational resilience and fortify their capacity for crisis management and project risk prevention. In this paper, based on the resilience theory development process, the connotation of organizational resilience of MTIPs is defined, and 20 influencing factors of organizational resilience of MTIPs are extracted from four categories of stability, redundancy, adaptability, and rapidity according to the literature analysis and case study method. The significance, causality, and multilevel recursive order structure of the influencing factors were investigated by the fuzzy DEMATEL-ISM approach, and their driving and dependent characteristics were analyzed through MICMAC. The results indicate that risk warning and prediction, human resources management, inter-organizational synergies, resource reserve situations, organizational leadership, and organizational learning are the crucial factors of organizational resilience in MTIPs. There are three levels and five ranks in the multilevel recursive rank structure of the factors affecting MTIPs’ organizational resilience. Among them, risk warning and prediction, equipment condition and performance, human resources management, and organizational leadership have the deepest impact on organizational resilience in MTIPs. The findings can clarify ideas for subsequent research on organizational resilience in this area and inform project decision-makers in developing strategies for optimizing organizational resilience.

On-campus student employment as a form of leadership development.

Student employment is a common co-curricular activity among undergraduate students. Previous studies have primarily focused on the impact of employment on academic outcomes and post-graduation labor market success. Although there is an assumption that on-campus student employment influences leadership learning, there is a lack of research directly exploring this topic. Therefore, this study explores how on-campus student employment influences leadership capacity development in undergraduate students who worked in a department in Student Affairs.Findings suggest that on-campus student employment influenced leadership capacity development in undergraduate students.

The Role of Teacher Leadership in the Independent Curriculum Learning Process

As a leader in education, a teacher must be a leader who is liked, trusted, and able to guide students to grow and develop into humans who are ready to adapt and face challenges. The independent curriculum comes with a student-centered learning system, the teacher is not the only source of knowledge. So what is the role of teachers in independent curriculum learning? This research aims to describe a literature review regarding the role of teacher leadership in independent curriculum learning. The method used in this research is a qualitative method with a type of literature review which will conduct research by summarizing several materials sourced from journals, books and other sources related to the role of teachers and the independent curriculum in learning in Indonesia. In the learning process, although it is not teacher-centered, the teacher still has control over the course of the learning process. Teachers are responsible for planning instruction including setting goals and objectives, selecting materials and activities and assessing student learning. So it can be concluded that teachers have an important role in the independent curriculum learning process.

중소기업 관리자의 공유리더십이 구성원의 학습지향성에 미치는 영향

In this study, the relationship between managers' shared leadership and learning orientation is identified, and the multi-mediated effect of members' absorption capacity and mutual feedback acceptance is demonstrated to present practical implications for members' learning orientation. From March 24 to March 27, 2023, a total of 597 copies were distributed to domestic corporate members in various occupations such as R&amp;D, production technology, sales, quality management, and management support, and 327 copies were collected. The hypothesis was established based on theories and previous studies related to shared leadership, absorption capacity, feedback acceptance, and learning orientation, and reliability and validity were verified using confirmatory factor analysis to confirm the causal relationship of the research model. The hypothesis test analyzed the causal relationship using SPSS 25.0 and AMOS 25.0, and Process Macro 3.0 was used to verify multiple mediating effects. As a result of verifying the hypothesis of this study, first, shared leadership has a significant positive (+) relationship with absorption capacity, feedback acceptance, and learning orientation. Second, absorption capacity was found to have a significant positive (+) impact on feedback acceptance and learning orientation, and third, feedback acceptance was also found to have a significant positive (+) impact on learning orientation. Finally, this study is meaningful in that it demonstrated the multi mediated effect of absorption capacity and feedback acceptance in the relationship between managers' shared leadership and members' learning orientation. It aims to provide practical implications to members of small and medium-sized enterprises that learning orientation can improve continuous economic and innovative development with organizational performance. In addition, at the end of the study, the limitations of this study and the direction of the expansion of the study were discussed.

Developing culturally relevant leadership educators.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co-curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.