Relevant bibliographies by topics / Leadership Affective education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Leadership Affective education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Leadership Affective education"

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Do, Boram, and Seung-Yoon Rhee. "University Students’ Perception of Transformational Leadership of the University President in Korea: The Role of Students’ Personality, Affect, and Affective Commitment to the University." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 160–84. http://dx.doi.org/10.26803/ijlter.20.1.9.

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This study explores how university students’ personality and positive or negative affect influence their perception of transformational leadership of the university president. It further examines how the level of students’ affective commitment to the university moderates the relationship. Survey data were collected from 141 undergraduate and graduate students enrolled in a large public university in South Korea. The students answered survey questions to measure their big-five personalities, positive and negative affect, affective commitment to the university, and their perception of the university president’s transformational leadership. The results of hierarchical regression analyses show that (a) students’ positive affect is positively related to their perception of the university president’s transformational leadership, after controlling for the effect of the students’ personality and that (b) students’ affective commitment to the university moderates the relationship between negative affect and perception of transformational leadership of the university president. This study sheds light on the dynamic, reciprocal process of the social construction of university leadership with an emphasis on students’ affective state and personality traits as critical factors in understanding distant leadership.
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RICHARDS, BEVERLY, and JUDITH R. VICARY. "The Affective Domain in Health Occupations Education." Nursing Management (Springhouse) 16, no. 7 (July 1985): 52???54. http://dx.doi.org/10.1097/00006247-198507000-00010.

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Slater, Lorraine. "Leadership for collaboration: An affective process." International Journal of Leadership in Education 8, no. 4 (January 2005): 321–33. http://dx.doi.org/10.1080/13603120500088745.

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Berkovich, Izhak, and Ori Eyal. "Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment." Journal of Educational Administration 55, no. 5 (August 7, 2017): 450–68. http://dx.doi.org/10.1108/jea-07-2016-0072.

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Purpose Empirical evidence links transformational school leadership to teachers’ autonomous motivation and affective organizational commitment. Little empirical research, however, has focused on the emotional mechanisms behind these relations. Following the argument in the literature that transformational leadership can transform followers’ emotions, the purpose of this paper is to examine whether teacher’s experience of emotional reframing by principal mediates the relationships between transformational school leadership and these work-related outcomes (i.e. teachers’ motivation and commitment). Design/methodology/approach Questionnaires were used to collect information from 639 primary school teachers nested in 69 randomly sampled schools. The data were analyzed using multilevel path analysis software. Findings The results indicated that the effect of transformational school leadership behaviors on teachers’ autonomous motivation was fully mediated by emotional reframing, and that the effect of transformational school leadership on affective organizational commitment was partially mediated by it. The authors further found an indirect relationship of transformational school leadership with affective organizational commitment through emotional reframing and autonomous motivation. Originality/value The present study makes a unique contribution to the literature by confirming that teachers’ sense of emotional reframing is a key affective mechanism by which school leaders influence teachers’ motivation and commitment.
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Uiterwijk-Luijk, Lisette, Meta Krüger, Bonne Zijlstra, and Monique Volman. "Inquiry-based leadership." Journal of Educational Administration 55, no. 5 (August 7, 2017): 492–509. http://dx.doi.org/10.1108/jea-12-2015-0114.

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Purpose The purpose of this paper is to improve the understanding of psychological factors that influence inquiry-based leadership. This study investigates how affective attitude, experienced social pressure, and self-efficacy relate to aspects of inquiry-based school leadership. A school leader’s inquiry habit of mind, data literacy, and the extent to which he or she creates a culture of inquiry in the school are each identified as aspects of inquiry-based leadership. Design/methodology/approach Data were collected from questionnaires completed by a sample of 79 school leaders. Findings A significant relationship was found between self-efficacy regarding inquiry-based leadership and all aspects of inquiry-based leadership. Affective attitude toward inquiry-based leadership was significantly related to creating a culture of inquiry. There was no unique relationship between experienced social pressure and inquiry-based leadership. Practical implications Administrators and educators of school leaders who aim to stimulate inquiry-based school leadership should not only focus on increasing the capacity of school leaders to lead their school in an inquiry-based way, but they should also focus on leaders’ self-efficacy and on fostering leaders’ positive attitude toward inquiry-based school leadership. Administrators and educators can, for example, give positive feedback, emphasize the added value of inquiry-based leadership, encourage working with critical friends, and stimulate collaboration with other leaders. Originality/value This study addresses two gaps in the existing research, by focusing on inquiry-based leadership instead of data use and on psychological factors instead of knowledge and skills that are related to this type of leadership.
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Ahmad, Saima, Syed Muhammad Fazal-E-Hasan, and Ahmad Kaleem. "How ethical leadership stimulates academics’ retention in universities." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1348–62. http://dx.doi.org/10.1108/ijem-11-2017-0324.

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Purpose The purpose of this paper is to investigate the relationship between ethical leadership and academics’ retention in universities. It draws on the conservation of resources theory to deepen the understanding of a process underlying this relationship whereby academics are more likely to stay in universities through the practice of ethical leadership. Specifically, it advances academics’ job-related affective well-being as a potential mediating mechanism, fostered by ethical leadership, which lowers their intention to leave. Design/methodology/approach This study is conducted through a cross-sectional survey of 303 academics in Australian universities. Univariate, bivariate and multivariate analysis procedures are deployed to analyse academics’ data. The research hypotheses are tested through a bootstrapped regression analysis of academics’ perceived ethical leadership, affective well-being and intention to leave. Findings The findings lend support to the hypothesised relations, indicating a significant role of ethical leadership on enhanced intentions of academics to stay in universities by directly conserving their job-related affective well-being. Research limitations/implications This paper contributes to knowledge of the relationship between ethical leadership and academics’ retention by identifying job-related affective well-being as an underlying mechanism in the university sector. Practical implications This paper has practical implications for higher educational institutes seeking to retain their academic staff. Its findings show that the practice of ethical leadership in universities matters, because it lowers academics’ intentions to leave by nurturing their well-being at work. Originality/value This is the first study to examine the impact of ethical leadership on academics’ well-being and intentions to leave in the context of universities in Australia. It is one of the first studies to explore the mediating role of affective well-being in the ethical leadership and leadership and intention to leave relationship.
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Wang, Shuhong, Steven D. Caldwell, and Xiang Yi. "The effects of education and allocentrism on organizational commitment in Chinese companies." International Journal of Manpower 36, no. 5 (August 3, 2015): 754–71. http://dx.doi.org/10.1108/ijm-10-2013-0222.

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Purpose – As Chinese companies move to the world stage of business, they must leverage a more knowledgeable and collaborative workforce to meet new challenges. The purpose of this paper is to investigate how two prominent individual attributes, education, and allocentrism, create work tension for human capital practices in Chinese companies. Design/methodology/approach – Surveying nearly 500 workers in four Chinese companies and using multi-level methodology. Findings – The authors found that higher levels of education work to the detriment of employees’ affective organizational commitment (AOC) and positively influence seeking-to-leave behavior. In addition, this study suggests a positive relation between allocentrism and AOC. Personalized leadership, a common leadership style in high-power distance cultures such as China, further exacerbates the problems with higher levels of education and diminishes the commitment benefits of allocentrism. Conversely, regardless of leadership style, if supervisors involve workers in decision-making activities, those workers who are more educated will become more committed to the organization and less likely to leave. Research limitations/implications – The data were collected using self-reported questionnaires, which may cause common method variance. The reliability for personalized leadership was slightly below 0.70. This may be due to the multiple dimensions that are reflected in leadership styles. Another limitation of this study is its focus on allocentrism without considering other personal expression of cultural values. This approach could be too narrow (Gelfand et al., 2007). Practical implications – This study suggests that members who endorse allocentrism might be more likely to have high-affective commitment. If managers can select individuals high on the allocentrism scale, there is a higher likelihood these individuals will attach emotionally to the organization. Managers should not simply conclude that idiocentrics are “worse” employees than allocentrics. Instead, managers may utilize effective management tactics to cultivate more socialized leadership visions among their supervisors. Finally, the authors find that independent of whether leadership is more or less personalized, managers can retain valued educated workers by including them in decision-making activities. Social implications – The authors have found that education may serve as a double edged sword for employers. As hypothesized, the findings suggested that employees’ level of education negatively relates to their affective commitment for their organizations. This study also contributes to the knowledge on the role of culture at the individual level (i.e. allocentrism) and how it affects employees’ attitudes and behavior. The authors found that workers who more highly value the group that they function within (allocentrics) tend to be more affectively committed to their organization. Originality/value – It is one of the first studies to examine educational level and cultural orientation as antecedents to affective commitment, especially in Chinese businesses where workers’ education level is a growing phenomenon and allocentrism is a traditional characteristic of Chinese workers. Also, understanding the dynamics of group-individual linkages is generally most helpful to understanding organizational phenomenon (House et al., 1995). This meso framework is a hallmark feature of the study, given the hierarchical nature of the research inquiry and data set.
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Klein, Edward B., Ellen Ernst Kossek, and Joseph H. Astrachan. "Affective Reactions to Leadership Education: An Exploration of the Same-Gender Effect." Journal of Applied Behavioral Science 28, no. 1 (March 1992): 102–17. http://dx.doi.org/10.1177/0021886392281009.

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Daly, Alan J., Yi-Hwa Liou, and Chris Brown. "Social Red Bull: Exploring Energy Relationships in a School District Leadership Team." Harvard Educational Review 86, no. 3 (September 1, 2016): 412–48. http://dx.doi.org/10.17763/1943-5045-86.3.412.

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In this article, Alan J. Daly, Yi-Hwa Liou, and Chris Brown explore the idea of positive affective arousal through “energy exchange relationships” within a district leadership team. Education leaders have long been expected to be not only effective leaders but also motivators who can move change efforts forward. Although there has been attention paid to the role of effective leaders, much less work has contributed to the affective relations among education leaders. “Energizers” in social systems have been associated with positive individual and organizational outcomes but are rarely studied in education. Drawing on theories of social networks and using multilevel network modeling, the authors find evidence to suggest that job satisfaction and innovative climate help explain the likelihood of sending and receiving energy relationship nominations. Further, leader efficacy and similarity in work level and gender help explain the likelihood of forming energy relationships.
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Ponto, Hantje. "The Evaluation of Affective Domain Learning Outcome in Students’ Basic Learning of Electrical Circuit in Vocational Education School." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1222–26. http://dx.doi.org/10.1166/jctn.2020.8793.

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Bloom Taxonomy consists of three domains namely cognitive, affective and psychomotor. Successful learning activity on cognitive and psychomotor aspects needs to be supported by affective domain. This research aims evaluate affective domain in to basic Electric Circuit learning of students in Vocational Education School. This study employed survey research by observing students learning process in BEC subject. Research finding shows that students’ affective domain in BEC learning was categorized high. Recommendations for this research were: (1) in BEC learning, teacher needed to develop students’ affective domain, (2) headmaster as leadership instruction needs to guide teacher so that they will be able to develop students’ affective domain, and (3) headmaster must monitor teacher’s teaching activity.
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Dissertations / Theses on the topic "Leadership Affective education"

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Castro, Jesus R. "Effective leadership among academic deans : an exploration of the relationship between emotional competence and leadership effectiveness /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091910.

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Jutrakul, Rada, Erin Ring, and Lennart Reymann. "Value Sustainability: Developing Affective Learning in Sustainability Leadership Programs." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19888.

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As sustainability challenges increase in both frequency and magnitude, there is a growing need for leaders who can deal with such complexity. Education for Sustainable Development (ESD) develops knowledge,skills, and attitudes to enable the development of such leaders. This thesis focuses on the elusive “attitude” piece, more widely referred to as the affective domain. The research team interviewed experts on affective learning in either higher education or ESD contexts. Additionally, staff members from the case study organisation, Teach for Austria (TFA) were interviewed to determine how affective learning can be further developed within their fellow program. The five-level model (5LM) was employed to frame the findings of each interview set to provide recommendations for TFA. A feature of the Framework for Strategic Sustainable Development, the 5LM provides a strategic planning approach that allows for easier adaptation and implementation of the findings for other programs that wish to learn from this research. Therefore, this thesis serves to provide recommendations for developing affective learning in sustainability leadership programs. Making affective learning explicit and empowering one to reflect their own affective domain and their perspective on the world can have a positive impact on their life, as well as on their environment.
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Johnson, Alandis Ann. "Constellations of Feeling: The Affective Resistance of Non-Binary Transgender College Students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1510831206584434.

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Ray, Maureen. "School Culture and the Affective Learning Needs of Latino Long-term English Learners." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2209.

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The US Department of Education projects that by the year 2030 the total English Learner (EL) population in US schools will exceed 40 percent. Currently, by the time ELs make it to high school, after 6 or more years in English Language Development (ELD) programs, the majority (59 percent), are Long Term English Learners (LTEL). LTEL students represent a variety of ethnicities and language groups, but the focus of this qualitative study is LTEL students who identify as Latino LTEL. The purpose of this qualitative study was to describe and explain recently graduated Latino LTEL's perceptions of the impact of their school's culture on their academic and affective acculturation. As schools look to improve the educational outcome of Latino EL, listening to voices of former LTEL as they share their high school experiences can provide insights into ways to support the affective learning needs, academic success, and acculturation of Latino EL. Through 10 in-depth interviews with former Latino LTEL and employing qualitative coding analysis, this research explored and analyzed recently graduated Latino EL's perceptions of the impact of school culture on their academic acculturation. Even though schools have for many years attempted to address the needs of their linguistically diverse students, the results of this study indicate that the participants' high schools did not do enough to support their academic and affective learning needs. This lack of support impacted participants' self-perceptions of themselves as learners. To bridge Latino LTEL acculturative gaps, the findings support the need for school cultures to address the affective learning needs of their bi-cultural and Latino EL.
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Burrows, Peter L. 1970. "An examination of the relationship among affective, cognitive, behavioral, and academic factors of student engagement of 9th grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10850.

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xi, 69 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Research has identified the construct of student engagement as an antecedent to positive academic outcomes. In this study, the Student Engagement Instrument (SEI) was administered to 371 9th grade students at a comprehensive high school to measure the cognitive and affective engagement of students. Exploratory factor analyses were conducted on the 35-item SEI with best model fit matching previous research in which a five-factor model was found. Logistic and multiple regression analyses were then utilized to explore the relationships among cognitive and affective engagement and student achievement and behavioral outcomes. Findings generally supported the significance of the student engagement subtypes of cognitive and affective engagement in predicting educational outcomes. Results suggest that further study of the affective and cognitive subtypes and their development over the course of a student's education would enhance the understanding of the student engagement construct and lead to the development of interventions to mediate the effects of these subtypes.
Committee in charge: Edward Kameenui, Chairperson, Educational Methodology, Policy, and Leadership; Keith Zvoch, Member, Educational Methodology, Policy, and Leadership; Keith Hollenbeck, Member, Educational Methodology, Policy, and Leadership; Robert Davis, Outside Member, Romance Languages
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Jengehino, Allison Marie. "A Correlational Study of How Transformational Behaviors Impact Student Intellectual Stimulation." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1627993202096708.

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King, Holly M. King. "Teacher Affective Attitudes Inventory: Development and Validation of a Teacher Self-Assessment Instrument." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1499723746040929.

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Cawein, Mara Jane. "Perspectives of Nationally Certified Mathematics Teachers on Factors Affecting Classroom Instruction." Thesis, University of Central Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685144.

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The inspiration for this research came from a question asked of teachers, why do we need to learn this? Although John Dewey promoted the use of real world experiences over one hundred years ago, many mathematics classrooms are still void of relevant connections for students. The purpose of this study was to explore the perceptions of nationally certified mathematics teachers on relevance in order to describe their instructional practice, analyze their motivations and barriers in providing relevant connections, and explain the gap between research-based knowledge and current instructional practices.

Twelve teachers participated in this research study. Six themes emerged from the data: approaches to relevance, accomplished practitioners, professional development, school culture, student apathy, and instructional planning. After conducting standard qualitative analysis, Bronfenbrenner’s ecosystem emerged as an explanation for the external forces affecting students. However, a second similar ecosystem was uncovered that affected the classroom teachers. This expansion of Bronfenbrenner’s ecosystem from one to two ecosystems explains the cultural forces impacting the interactions between teachers and students in the classroom. The barriers to effective research-based instructional practice reside in two sets of forces, Dual Ecosystems Affecting Learners and Teachers (DEALT). The implications for leaders desiring academic excellence include looking outside of the classroom to impact school improvement.

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Le, Ky Phuoc. "Factors affecting student persistence at public research universities in Oklahoma." Thesis, Oklahoma State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10190774.

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Prior studies have demonstrated that most college dropouts happen at the transition to the third semester of college. Using a state dataset that includes student data for the 2013-2014 time span in the state of Oklahoma, the researcher examined the validity of students’ background characteristics, high school performance, and financial aid status in predicting first-year college performance and persistence beyond the second semester of college.

Data from 116,991 degree-seeking first-year students enrolled at research universities in Oklahoma from fall 2013 to fall 2014 were entered in the SPSS software for data analyses, which include both multiple linear regression and multiple logistic regression.

The researcher finds that students’ enrollment status and federal Perkins loans do not yield strong predictions of how students will perform academically or whether they will return to the second year of college. For tuition waivers, the associations with college performance and persistence are stronger, but still not significant. In contrast, spring GPA, Oklahoma’s Promise, high school grade point average, American College Testing scores, and gender are useful for predicting persistence to the third semester, and have a strong association with their college performance.

These findings might reflect current efforts by the Federal Government, State agencies, institutions and schools to promote student success, help them pay college tuition, and increase students’ pre-college performance.

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Miller, Chris Michael. "Factors Affecting Job Satisfaction and Teacher Retention for North Texas Secondary Science Teachers." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792070.

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The current mixed method study explored the job satisfaction perceptions and retention plans of 241 secondary science teachers from seven North Texas school districts. For the current study, an email questionnaire was sent to seven districts across 83 secondary campuses, which included 51 middle schools and 32 high schools. The current study intended to find reasons why secondary science teachers continue to teach or decide to leave the profession. The participants’ perceptions and intentions to continue teaching were gathered through an online survey which gathered data across seven job satisfaction domains. Demographic and retention responses provided additional data on each participant. Through a quantitative analysis of Likert type survey responses and qualitative analysis of open-ended retention responses, the current study explored secondary science teachers’ perceptions and intentions to stay teaching. The quantitative analysis of survey data found significant differences in almost all of the job satisfaction domains for all teachers. There were also significant differences across some demographic groups as well. Through a qualitative analysis, motivation to teach was the leading predictor for retention. On the other hand, school culture and compensation were the top reasons for teachers planning to leave the classroom.

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Books on the topic "Leadership Affective education"

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E, Smith Thomas. Incidents in challenge education: A guide for leadership development. Dubuque: Kendall/Hunt Pub. Co., 1994.

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Pathways to school system improvement. Camberwell, Vic: ACER Press, 2014.

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Kelly, Shirley M. A. The influences of teacher leadership style of students' affective motivation. 2000.

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Mishler, Darrell W. Analysis of socio-cultural factors affecting the establishment of a cross-cultural Christian leadership education program in Mexico City. 1990.

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Mishler, Darrell W. Analysis of socio-cultural factors affecting the establishment of a cross-cultural Christian leadership education program in Mexico City. 1990.

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Tarlau, Rebecca. Occupying Schools, Occupying Land. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190870324.001.0001.

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Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.
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Book chapters on the topic "Leadership Affective education"

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Farrell, Alysha J. "Introduction." In Exploring the Affective Dimensions of Educational Leadership, 1–6. New York, NY : Routledge, 2020. | Series: Routledge research in educational leadership: Routledge, 2019. http://dx.doi.org/10.4324/9780429433672-1.

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"Foreign Language Student Empowerment through Affective Coaching." In Education and Leadership, 173–88. Brill | Rodopi, 2008. http://dx.doi.org/10.1163/9789401205900_011.

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Crawford, Joseph, Kerryn Butler-Henderson, and Andrea R. Carr. "Authentic Leadership in Immersive Learning Environments." In Cognitive and Affective Perspectives on Immersive Technology in Education, 85–106. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3250-8.ch005.

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Immersive learning environments require effective facilitators to enable student learning. In current literature on immersive learning, there is limited insight on the role that teacher behaviors have on fostering learning. Despite this, there is considerable literature on the role of the teacher as a leader in contemporary classrooms. This chapter focuses on the authentic leader behaviors in teachers and how this may affect student success. While student learning can be viewed from many perspectives, this chapter focuses on three perspectives: affective, cognitive, and pedagogical. The literature enables the establishment of the belief that teachers who embody authentic leader behaviors are likely to be more successful in facilitating student learning within an immersive learning environment. Implications and future research opportunities are also highlighted as a result of the theory generation in this chapter.
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Reynolds, Grace, and Brenda Freshman. "Technology Integration and Graduate Health Management Education." In Encyclopedia of E-Leadership, Counseling and Training, 233–46. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch017.

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The Commission on the Accreditation of Management Health Education (CAHME) is the accrediting body for graduate programs in Health Care Administration (HCA) in the U.S. CAHME accredited programs must adopt one of several competency models as the foundation for their HCA curriculum. This article looks at problems and opportunities associated with the implementation of EMRs in health care. We then use force field analysis to illustrate how graduate competency models can work in training graduate healthcare administration students to address technology challenges. Integrating both cognitive and affective domains into graduate curricula has proven to be challenging, however, competency areas such as leadership, professionalism, business skills, communication and relationship management, and knowledge of the health care environment are directly relevant to management challenges faced by administrators in implementing EMRs.
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Nielsen, Jelena Erić, Vesna Stojanović-Aleksić, and Aleksandra Bošković. "Promoting Entrepreneurship in HEIs." In Handbook of Research on Enhancing Innovation in Higher Education Institutions, 216–38. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2708-5.ch010.

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The European Commission considers entrepreneurship a key to ensuring economic growth. Entrepreneurship competence is the ability to transform ideas and opportunities into action by mobilizing resources. Entrepreneurship education refers to a wide range of skills, knowledge, and attitudes necessary to generate creative ideas, achieve goals, and create new value. Transformational leadership is positively associated with student motivation, satisfaction, academic performance, affective and cognitive learning, enhancing innovation in universities. Close cooperation with business helps HEIs to backup students developing mind-sets for the job market by driving innovation. University spin-offs constitute an economically important sub-group of high-tech start-up firms: they have, consequently, engendered substantial academic interest. The purpose of this chapter is to extend understanding of the emergence of an entrepreneurial initiative in academic context through analysis of university spin-of ventures.
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Mukerji, Siran, Purnendu Tripathi, and Anjana Anjana. "Leadership Dynamics in Higher Education Institutions in India." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration, 309–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4141-8.ch017.

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The network of higher education institutions (HEIs) has grown at a phenomenal rate in post-independence India and poses wide-ranging challenges for educational leadership. There are other important factors that impinge on the functioning of educational leader who is not only a principal, a president, or a vice chancellor. In fact, he or she is an educational leader encompassing multiple roles. The chapter elucidates the present higher education scenario of India. It portrays the nature and extent of internal and external student mobility and the challenges posed therein. It identifies the major factors affecting the HEIs and their employees in the present changing realm by way of a study conducted in the HEIs and highlights the ethical challenges faced by the educational leaders in promoting and transforming the institutions to centers of excellence.
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Singh, Rupali, Ginni Chawla, and Avani Desai. "Job Satisfaction and Teachers Retention." In Management Education for Global Leadership, 137–57. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1013-0.ch007.

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The objective of this research is to provide a platform to researchers to formulate retention strategies for their respective teaching staff and institutes. The present study has thus undertaken extensive literature review and depicted the impact of job satisfaction in teacher's retention at management institutes in India. The scope of present study is to identify the factors affecting teacher's retention in management institutes in Indian and also to explore the importance of job satisfaction in the same. The future research direction of the present study is to engage the Baron and Kenny, 1986 model for mediation regression analysis and conduct the institute specific study for exploring the frequency of each factor in retaining teachers within their institutes.
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Renfro, Evan, and Jayme Neiman Renfro. "“We'll Put a Boot in Your Ass, It's the American Way”." In Advances in Educational Marketing, Administration, and Leadership, 85–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4072-5.ch005.

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Since before the founding of the United States through slavery, the extermination of the native populace, war after war, regime overthrow, and more wars, popular media have been used to stir resentments and produce violent fantasies in the general citizenry that often allow for policies of actual violence to be applied against “the other.” This chapter will analyze the affective coordinates of this system in the post-9/11 context, focusing especially on how nationalist-jingoism has now triumphed in the age of the Trump Administration. Crucial interrogations addressed in this chapter include: Why are white southern/rural males particularly susceptible to popular culture induced affective violence? What are the mechanics of profit and neoliberal imperatives of this structure? What is new about the linkage of these phenomena with the first Twitter-President? In pursuing these questions, the authors will use case studies involving the popular media vectors of television, film, and music.
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Renfro, Evan, and Jayme Neiman Renfro. "“We'll Put a Boot in Your Ass, It's the American Way”." In Advances in Educational Marketing, Administration, and Leadership, 85–114. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4072-5.ch005.

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Since before the founding of the United States through slavery, the extermination of the native populace, war after war, regime overthrow, and more wars, popular media have been used to stir resentments and produce violent fantasies in the general citizenry that often allow for policies of actual violence to be applied against “the other.” This chapter will analyze the affective coordinates of this system in the post-9/11 context, focusing especially on how nationalist-jingoism has now triumphed in the age of the Trump Administration. Crucial interrogations addressed in this chapter include: Why are white southern/rural males particularly susceptible to popular culture induced affective violence? What are the mechanics of profit and neoliberal imperatives of this structure? What is new about the linkage of these phenomena with the first Twitter-President? In pursuing these questions, the authors will use case studies involving the popular media vectors of television, film, and music.
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Whitburn, Ben, and Tim Corcoran. "Ontologies of Inclusion and Teacher Education." In Advances in Educational Marketing, Administration, and Leadership, 1–15. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch001.

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In the complex of marginalizing theories, policies, and practices, both in the academy and education more broadly, the design of inclusive education scholarship is intentionally relational. The purpose of this chapter is to examine how theories affecting inclusion direct the remit of teacher educators. In particular, attention is directed at interdisciplinary scholarly practice arising from individual and institutional values that can and do go by uncritically questioned. The chapter describes the development of a program of inclusive education scholarship within teacher education that emphasizes ontological scrutiny. Learning outcomes are made explicit promoting advanced understandings about the application of theory, policy, curriculum design, resources, and pedagogy to differentiate teaching programs in ways that are accessible to learners with diverse interests, needs, and backgrounds. Graduates are anticipated to meet challenging conditions of resistance to inclusion and be able to work in and against these with conviction.
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Conference papers on the topic "Leadership Affective education"

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Bin Zulkifli, Syaiful, Mohd Shazwan Bin Ishak, Mohd Tahir, Samsudin Wahab, and Adi Izhar Ani. "The Inter-Relationship of Cognitive and Affective Trust Towards Servant Leadership." In Proceedings of The International Conference on Environmental and Technology of Law, Business and Education on Post Covid 19, ICETLAWBE 2020, 26 September 2020, Bandar Lampung, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.26-9-2020.2302682.

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Hartati, Sri Lia, Irwandy, and Aman Simaremare. "The Influence of Situational Leadership, Work Discipline, and Achievement Motivation on Teachers’ Affective Commitment in Junior High Schools." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.011.

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Lumbantoruan, Elprida Sulastri, Sukarman Purba, and Eka Daryanto. "The Effect of Participative Leadership , Team Work, Stress Management on Teacher’s Affective Commitment at Senior High School." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.130.

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Nasution, Helmi Fauziah, Ajat Sudrajat, and Iis Siti Jahro. "Analysis of Affective Assessment Material in the Textbook Evaluation of Chemistry Learning Outcomes Based on SNPT and Curriculum KKNI." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.133.

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Pertiwi, Riza, Mukhneri Mukhtar, and Yetti Supriyati. "The Influence of Ethical Leadership, Integrity, Affective Commitment and Trust on (OCB) Of Teachers at State Senior High School at The City of Depok." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.123.

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Debataraja, Jusup, Sukarman Purba, and Wesly Hutabarat. "The Influence of Transformational Leadership, Intrinsic Motivation, and Job Satisfaction on Affective Commitments of State Vocational Teachers In West Nias Regency." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285611.

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"The Effect of Service Leadership, Affective Commitment, and Work Motivation to the Lecturer’s Performance and the Quality of Service in Faculty of Teachers Training and Education Lambung Mangkurat University Banjarmasin." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.100.

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Ngwane, Knowledge Siyabonga Vusamandla, and C. N. Ngwane. "Effective administration of university leadership in a selected institution in Durban." In International Conference of Education, Research and Innovation. IATED Digital Library, 2015. http://dx.doi.org/10.51415/10321/2521.

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University leadership and administration is a critical aspect as it is about the functioning of the entire institution. Effective and efficient administration of the university relies on the principal. Leading proponents encourage transformational leadership, moral stewardship, principal as an instructional leader, and principal as a communicator or community builder. Discovering effective leadership and administration mechanisms can help teach university decision and policy makers to implement leadership development which will lead to improved student achievement. The purpose of this article is to investigate the university senior leadership and its administration in order to improve efficiency and effectiveness holistically. The problem resulting to conducting of this study is the high level of both students and staff demonstrations annually in the selected university, these strikes end up affecting teaching, learning and research within the institution. The underlying question the study intends to address is: “Which factors hinder effective and efficient university administration?” Educational leadership changes from a managerial orientation to promote the significance of concentrating on the learning and teaching process and student success. Educational institution leaders’ competencies are always associated with continuous training and development they receive to make them better leaders. Hence, training and development in university leadership requires a systematic planning which will result to excellent institution education. In order to explain the phenomenon under study better, the Burns transformational theory founded by James MacGregor Burns will be utilised. The positivism paradigm is the philosophy adopted for this study. The survey will be conducted at the Durban University of Technology with the intention to address the question and the objective of the study. The questionnaires will be administered to 30 senior management members within the institution, including the Vice Chancellor and his Deputy, Deans, Directors and HODs.
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Handayani, Nia, Didik Gunawan Tamtomo, and Bhisma Murti. "Factors Affecting the Performance of Health Workers at the Community Health Centers in Klaten, Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.40.

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ABSTRACT Background: Stress is unavoidable on workplaces, employees who feel stress are more likely to be less motivated, less satisfied, show poor performance, and less productivity. The purpose of this study was to examine factors affecting the performance of health workers at the community health centers in Klaten, Central Java. Subjects and Method: A cross sectional study was conducted at community health centers in Klaten, Central Java, from November to December 2019. A sample of 200 health workers was selected by stratified random sampling. The dependent variable was work performance. The independent variables were work stress, education, tenure, leadership style, and type of work. The data were collected by questionnaire and analyzed by a multiple logistic regression run on Stata 13. Results: Health workers performance increased with democratic leadership style (b= 1.40; 95% CI= 0.44 to 2.36; p= 0.004), education (undergraduate and magister) (b= 1.58; 95% CI= 0.65 to 2.52; p= 0.001), tenure ≥6 years (b= 1.72; 95% CI= 0.73 to 2.70; p= 0.001), single job (b= 2.05; 95% CI= 1.07 to 3.03; p<0.001). Health workers performance decreased with high work stress (b= -1.65; 95% CI= -2.58 to -0.72; p= 0.001). Conclusion: Health workers performance increases with democratic leadership style, education, tenure ≥6 years, and single job. Health workers performance decreases with high work stress. Keywords: work performance, heath workers, stress, leadership style Correspondence: Nia Handayani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: niahandayani19@gmail.com. Mobile: +6282133055176. DOI: https://doi.org/10.26911/the7thicph.04.40
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Nuari, Raihan, Muhammad Fitri Rahmadana, and Zahari Zen. "Analysis of Factors Affecting Economic Growth in the SMEs Sector in Indonesia." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.071.

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