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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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Baker, Mandi, and Wendy O’Brien. "Rethinking outdoor leadership: An Investigation of Affective Abilities in Australian Higher Education curriculum." Journal of Adventure Education and Outdoor Learning 20, no. 3 (June 24, 2019): 202–16. http://dx.doi.org/10.1080/14729679.2019.1634598.
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Chai, Dae Seok, Shinhee Jeong, and Baek-Kyoo Joo. "The multi-level effects of developmental opportunities, pay equity, and paternalistic leadership on organizational commitment." European Journal of Training and Development 44, no. 4/5 (February 10, 2020): 405–24. http://dx.doi.org/10.1108/ejtd-09-2019-0163.
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Purpose The purpose of this study is to examine the effects of developmental opportunities and perceived pay equity-and paternalistic leadership on affective organizational commitment and the moderating role of paternalistic leadership at the team level in a Korean context. Design/methodology/approach Hierarchical linear modeling with a two-level design was used to analyze data collected from 844 employees and 59 work teams. Findings The study identified that developmental opportunities and perceived pay equity were significantly associated with affective organizational commitment. However, paternalistic leadership was not significantly related to affective organizational commitment. The results also showed that the moderation effect of paternalistic leadership on the relationship between pay equity and organizational commitment was non-significant, and paternalistic leadership moderated the relationship between developmental opportunities and organizational commitment. In particular, the relationship of developmental opportunities with organizational commitment became weaker when the supervisor’s paternalistic leadership was stronger. Research limitations/implications The results of this study supported the applicability of organizational support theory and previous empirical studies supporting the relationships between human resource (HR) practices and commitment, particularly in the Korean cultural context. The results have several practical implications for employers, mangers and HR practitioners in an East Asian cultural context. Originality/value This study extends the body of knowledge in leadership research by investigating the influences of two key factors of HR practices and a Confucianism-based indigenous leadership theory on organizational commitment. More importantly, the results can guide future cross-national or cross-organizational studies exploring the relationships among leadership, organizational culture and organizational effectiveness. This study also offers clearer empirical evidence for why and how developmental opportunities and perceived pay equity need to be enhanced in an East Asian cultural context.
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Blackmore, Jill. "Lost in translation? Emotional intelligence, affective economies, leadership and organizational change." Journal of Educational Administration and History 43, no. 3 (August 2011): 207–25. http://dx.doi.org/10.1080/00220620.2011.586455.
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Liou, Yi-Hwa, and Alan J. Daly. "The Lead Igniter: A Longitudinal Examination of Influence and Energy Through Networks, Efficacy, and Climate." Educational Administration Quarterly 55, no. 3 (October 10, 2018): 363–403. http://dx.doi.org/10.1177/0013161x18799464.
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Purpose: The social aspect of leadership is often overlooked in the educational reform. This study aims to address the dearth of work in the social space around leadership and examines two different types of relational ties between leaders that capture the affective and work-related aspects of interpersonal relationships. Research Method: This study takes place in one large urban school district serving a highly diverse student population and investigates a multiplex relation—energy and work-related influence—from a longitudinal dataset to better understand the complex nature of social ties. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of this over-time multiplex relationship among central office and site leaders. Findings: Drawing on social network theory, efficacy, and climate, findings suggest that gender, work level, experience, efficacy, and climate are associated with leaders engaging in this multiplex relationship over time. Conclusion and Implications: Investigating the intersection of both affective and instrumental relationships provides a nuanced and more reality-based picture about a complex set of leadership ties and perceptions as they go about improving educational systems.
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Heidmets, Mati, and Kadi Liik. "SCHOOL PRINCIPALS’ LEADERSHIP STYLE AND TEACHERS’ SUBJECTIVE WELL-BEING AT SCHOOL." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 40–50. http://dx.doi.org/10.33225/pec/14.62.40.
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There is a widely recognized concern over the poor reputation of the teaching profession and lack of attractiveness of the school as a workplace. The aim of this study is to ascertain to what extent the leadership style of the school principal is related to the set of variables describing different aspects of teachers’ wellbeing at the school - teachers’ burnout, job insecurity, teachers’ emotional and cognitive identification with the school and turnover intentions. 305 teachers working in 12 public schools in Estonia were surveyed. Results indicate that the more transformational leadership style prevails over transactional leadership style, the stronger affective and cognitive identification with their school teachers perceive, while the level of teachers’ job insecurity and burnout is lower and they consider the likelihood of leaving their school smaller. Thus, the school principals’ leadership style can be considered as a factor shaping the teachers’ wellbeing at school as well as their emotional attachment to the school as a workplace. Key words: burnout, job insecurity, organizational identification, transformational and transactional leadership, turnover intentions.
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Khan, Irfan Ullah, Muhammad Saqib Khan, and Muhammad Haroon Rehan. "Exploring the Effects of Contingent Rewards on Employee Responsiveness and Affective Commitment." Global Regional Review V, no. I (March 30, 2020): 170–80. http://dx.doi.org/10.31703/.2020(v-i).21.
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The leading attribute of ‘transactional-leadership’ is ‘contingent-rewards’ which is supposed to be generating positive outcomes from the employees’ performance. For example, the ‘employee-responsiveness’ is increased when employees are rewarded for their worthy performances. The robotic behaviors by leadership have apprehensions of uninvited effects like employees’ discouragement, on the other hand, commitment with work when rewards are attached only with physical and external behavior, efforts and outputs. The employees feel unrecognized; as human beings, it is obviously a critical objective of every single employee for seeking a good professional status. Data were collected from the employees, working in higher education institutions. The study statistically measured the contingent rewards links with employees’ responsiveness and affective commitment. The results support the assumptions extracted from theoretical framework. The findings suggest that leadership in higher institution needs to implement the best suitable blend of different rewards as per distinct requirements of job and as per efforts and knowledge of workforces.
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Khan, Irfan Ullah, Muhammad Saqib Khan, and Muhammad Haroon Rehan. "Exploring the Effects of Contingent Rewards on Employee Responsiveness and Affective Commitment." Global Regional Review V, no. I (March 30, 2020): 170–80. http://dx.doi.org/10.31703/grr.2020(v-i).21.
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The leading attribute of ‘transactional-leadership’ is ‘contingent-rewards’ which is supposed to be generating positive outcomes from the employees’ performance. For example, the ‘employee-responsiveness’ is increased when employees are rewarded for their worthy performances. The robotic behaviors by leadership have apprehensions of uninvited effects like employees’ discouragement, on the other hand, commitment with work when rewards are attached only with physical and external behavior, efforts and outputs. The employees feel unrecognized; as human beings, it is obviously a critical objective of every single employee for seeking a good professional status. Data were collected from the employees, working in higher education institutions. The study statistically measured the contingent rewards links with employees’ responsiveness and affective commitment. The results support the assumptions extracted from theoretical framework. The findings suggest that leadership in higher institution needs to implement the best suitable blend of different rewards as per distinct requirements of job and as per efforts and knowledge of workforces.
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Ahmed, Shahbaz, Sidra Kanwal, and Rab Nawaz Lodhi. "Leadership Enhances Affective Organizational Commitment and Knowledge Sharing Behavior: A Comparative Study of Gender Disparity." Journal of Educational Paradigms 2, no. 1 (June 15, 2020): 80–87. http://dx.doi.org/10.47609/0201012020.
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In this dynamic and technological world, leadership became the backbone of every organization. To understand this contemporary life cycle, the present study reflects the role of male and female leadership in the Private Education sector. The objectives of this study are (1) to investigate the direct and indirect effect of authentic leadership on knowledge sharing behavior through the mediation of commitment, and (2) to compare the gender disparity of leading an organization. Two models are proposed theoretically that test the direct and indirect relationship between authentic leadership and employees’ knowledge sharing behavior; tacit knowledge. This Study addresses two measurement models such as direct and indirect effects using Mplus (structural equation modeling). This study employed a quantitative research design. For this purpose, the study administers 455 survey Questionnaires among the private school teachers in district Shiekhupura, Pakistan but in turn, 377 proved validly and fully answered. The Study found the direct significant and positive relationships among authentic leadership, commitment, and employees’ knowledge sharing behavior. In addition, the study found the indirect significant and positive relationship between authentic leadership and knowledge sharing behavior that represents partial mediation. Moreover, this study reflects that the male gender leadership directly impresses teachers’ commitment and knowledge sharing more than female gender leadership. On the other way, female gender leadership indirectly influences knowledge sharing more than the male gender. So, it could say that the teachers were directly more committed and shared more knowledge by male gender leadership. But in the case of female gender leadership, the teachers give priority to the commitment and then share knowledge. Educational institutions should hire competent and efficient headteachers to facilitate the teachers in turn; there will be good collaboration among them about sharing knowledge. In addition, the teachers will be committed to their institution.
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Owais, Muhammad, and Danish Ahmed Siddiqui. "Effect of Spirituality, Demographics, and Culture on Career Satisfaction, Organizational Fairness Climate, and Affective Commitment in Pakistani Organization: The Mediatory Role of Ethical Leadership." International Journal of Human Resource Studies 11, no. 1 (February 15, 2021): 266. http://dx.doi.org/10.5296/ijhrs.v11i1.18305.
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The lens through which followers experience the ethical dimension of leadership itself it is argued is likely distorted by a followers level in the hierarchy. In this regard, ethical leadership may be better conceptualized as an intermediary through which follower status contributes to these desirable outcomes. This research expands the literature about the causes, consequences, and the unique role of ethical leadership in the workplace. In particular, we examine the mediated model of ethical leadership in the effect of individualism, spirituality, as well as demographics on organizational outcomes like 1. Organizations fairness climate (CF), 2. Affective commitment (AC), and 3. Career satisfaction (CS). Drawing on the work of Pucic (2015), we argue that demographics like Job, experience, Age, Education, Position, and Working Hour of employees affect their perception of ethical leadership (EL) in the organization, and this perception, in turn, affect the three above mentioned outcomes. In the same way, spirituality and individualistic (IND) cultures also influence these outcomes through EL. Spirituality was further sub-classified into Spiritual Believe (SB), Coping (SC), Experience (SE), and Practices (SP). Empirical validity was established by conducting a survey using a close-ended questionnaire. Data was collected from 500 employees and analyzed using confirmatory factor analysis and structured equation modeling. The results suggested that Ethical leadership, individualistic culture, and years of experience have a positive and significant effect on all three outcomes i.e. AC, CF, CS. Moreover, Education and Spiritual Believe seem to have a positive impact on AC. Similarly, Spiritual Experience also has a positive effect on CF. Surprisingly, position and Spiritual Practices seem to have a negative and significant impact on career satisfaction. Moreover, Education, individualism, and position also seem to be positively impacting ethical leadership. Hence, EL positively mediates the effect of education, individualism, and position on AC, CF, and CS respectively. Implications for theory and practice are discussed.
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Srivastava, Anugamini Priya, and Rajib Lochan Dhar. "Authentic leadership for teacher’s academic optimism." European Journal of Training and Development 40, no. 5 (June 6, 2016): 321–44. http://dx.doi.org/10.1108/ejtd-12-2015-0096.
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Purpose This study aims to analyse the impact of authentic leadership (AL) on academic optimism (AO) through the mediating role of affective commitment (AC). As this study also examines the moderating role of training comprehensiveness (TC) in strengthening the relation between AC and AO. Design/methodology/approach Data were collected from school teachers and their immediate principal and were further analysed through confirmatory factor analysis and hierarchical regression analysis. Findings Data analysis provided significant support to the hypotheses presented in the study. AC partially mediated the link between AL and AO, and TC moderated the linkage between AC and AO significantly. Originality/value This study provides novel basis to improve the overall functioning of schools and teachers’ performance. It provides ways to improve the overall AO in Indian schools.
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Dutta, Vartika, and Sangeeta Sahney. "School leadership and its impact on student achievement." International Journal of Educational Management 30, no. 6 (August 8, 2016): 941–58. http://dx.doi.org/10.1108/ijem-12-2014-0170.
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Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.
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S. M. Ferdous Azam, Normy Rafida, Mohd Mousa Mustafa Odeh,. "Effect of Transformational Leadership on Employees’ Innovativeness and Job Satisfaction in Kuwait Private Sector." Psychology and Education Journal 58, no. 1 (January 15, 2021): 2573–88. http://dx.doi.org/10.17762/pae.v58i1.1139.
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Literature on leadership identifies that current transformational leadership styles are related to job satisfaction by varying degrees. Several studies have indicated that transformational leadership results in higher levels of job satisfaction. In consideration of the current Kuwait business market, the overall aim of the study was to investigate the relationship between transformational leadership styles and employees’ innovativeness and job satisfaction levels within the Kuwait private sector. A quantitative study was conducted to accomplish the objectives of the study. Questionnaires were administered to employees within the selected target population in the Kuwait private sector. The data received were analysed using statistical packages. The results of the study show that there are statistically significant relationships between overall transactional leadership, employees’ innovativeness and job satisfaction, overall transformational leadership and job satisfaction. This study is one of the limited research focusing on Kuwait private sector to help enhance the understanding of how best to manage and retain the employees in the private sector. These findings are also useful for private sector in the Gulf region to maintain the work-life balance of affective commitments, leading to positive in-role performances.
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Almutairi, Yousef Mubrik N. "Leadership Self-Efficacy and Organizational Commitment of Faculty Members: Higher Education." Administrative Sciences 10, no. 3 (September 4, 2020): 66. http://dx.doi.org/10.3390/admsci10030066.
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Education is one of the means of achieving sustainable development. Universities are responsible for training and generating skilled personnel needed in attaining holistic development; to accomplish the goals for which universities were established, effective leadership is required. The beliefs upheld by leaders about their ability to accomplish targets and deliver as expected is an indispensable constituent of university administration. Therefore, this research study examined connections between leaders’ self-efficacy and faculty members’ organizational commitment in Saudi Arabian universities. Therefore, 400 faculty members were randomly selected from three different public universities in the central, south-western and northern part of the country. Using the Pearson product correlation coefficient, it was found that positive connection occurs amongst leaders’ self-efficacy and affective commitment. Additionally, there is a positive association among leaders’ self-efficacy and continuance commitment. Leadership self-efficacy has a positive connection with normative commitment. In order to improve organizational commitment of faculty members, leaders must step up their self-efficacy and provide an enabling environment for team work and innovation.
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Et. al., Esti Lianaa,. "The Model of Generating Affective Commitment In Mining Companies based Information Technology." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1561–67. http://dx.doi.org/10.17762/turcomat.v12i4.1412.
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This research was conducted at a coal mining company in Tanjung Enim, South Sumatra. This aim is to analyze the influence of organizational culture and transformational leadership style on job satisfaction to generate affective commitment based information technology. This method uses quantitative methods with a population of 140 employees and a sample of 111 and with data research techniques in the form of questionnaires and library data. Methods of data analysis using multiple regression analysis, validity test, reliability test, coefficient of determination, partial test with t-test. The results showed that organizational culture has a positive effect on job satisfaction with a significant value of 0.000 <0.05 and a β value of 0.457. Transformational leadership style has a positive effect on job satisfaction with a sig value of 0.000 <0.05 and a β value of 0.363.
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Singh, Parlo. "Performativity, affectivity and pedagogic identities." European Educational Research Journal 17, no. 4 (August 31, 2017): 489–506. http://dx.doi.org/10.1177/1474904117726181.
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Basil Bernstein wrote extensively about official educational knowledge, pedagogic recontextualisation and pedagogic identities. However, his theoretical oeuvre tended to focus on the textual rather than the affective aspects of policy recontextualisation. In addition, his work on the realisation of official pedagogic identity positions at the level of schooling institutions remained in an embryonic form, not fully developed. In this paper, I elaborate on the affective dimensions of policy recontextualisation by exploring institutional defences, namely teacher anxieties, produced by data-driven performativity. I draw on data from two research partnership projects undertaken with schools servicing vulnerable, high poverty communities in Australia to develop my ideas. Firstly, I explore how institutions develop defensive structures to deal with the anxieties of staff working with young children living in poverty. Secondly, I explore the affective dimensions of dealing with data-driven performativity policies by a school leadership team over the period of two research projects (2009–2016). I examine the professional anxieties induced by data performativity in the early days, and then explore how a research intervention re-circulated affects and enabled the staff to develop more ambivalent relations to data.
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Zigarmi, Drea, and Taylor Peyton Roberts. "A test of three basic assumptions of Situational Leadership® II Model and their implications for HRD practitioners." European Journal of Training and Development 41, no. 3 (April 3, 2017): 241–60. http://dx.doi.org/10.1108/ejtd-05-2016-0035.
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Purpose This study aims to test the following three assertions underlying the Situational Leadership® II (SLII) Model: all four leadership styles are received by followers; all four leadership styles are needed by followers; and if there is a fit between the leadership style a follower receives and needs, that follower will demonstrate favorable scores on outcome variables. Design/methodology/approach For the first and second assertions, a proportional breakdown of the four leadership styles observed within a sample of working professionals is presented and discussed. Regarding the third assertion, for ten outcome variables, multiple one-way analyses of variance tested mean differences between followers who experienced leadership style fit (i.e. a fit between received and needed style) and followers who did not experience fit (n = 573). Subscale scores from the Leader Action Profile, the Work Intention Inventory, the Positive and Negative Affect Scale and an adapted form of the Affective/Cognitive trust scale (McAllister, 1995) were used as study measures. Findings Three of the four leadership styles of the SLII framework were reported as frequently received. All four of the leadership styles were reported as needed. This study also found that follower-reported fit between one’s needed and received leadership style at work resulted in more favorable scores on nine of the ten employee outcomes, as compared to follower-reported misfit. Practical implications As human resource development practitioners seek to educate and train their leaders on how to be more effective with their direct reports, this research provides evidence that all four styles are needed and received, although there were lower instances of reporting the S1 style to be needed or received. Also, the findings demonstrated that when followers view a fit exists between the leadership behaviors they need and the leadership behaviors they receive, greater positive job affect, lower negative job affect, increased cognitive and affective trust in the leader and higher levels of favorable employee work intentions were evident. Originality/value This paper builds on the resurgence of studies examining initiating structure and consideration as leader behaviors. This is one of very few recent studies that, by combining initiating structure and consideration, reinvestigates the four leadership styles established by past contingency theories. Specifically, the authors used the SLII framework as a foundation for analysis. Overall, the study supports three of the major assumptions of the SLII framework.
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Sheffield, Caroline C., and James A. Duplass. "Creating Effective Citizens: Unique Opportunities for Gifted Education Through the Social Studies." Gifted Education International 25, no. 3 (September 2009): 237–45. http://dx.doi.org/10.1177/026142940902500305.
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Social studies is dedicated to creating the next generation of effective citizens. To this aim, social studies educators embrace curricular goals that include civic competence, higher-order thinking, discipline integration, real-world applications, leadership skills, cooperative learning, research skills, content knowledge, and an understanding of the changing world. An ideal way to meet these curricular goals is through the implementation of service learning within the social studies curriculum. Service learning is particularly appropriate for the gifted student, as it meets both the students' cognitive and affective needs.
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Porter, Jeanette A. "The Relationship between Transformational Leadership and Organizational Commitment in Nonprofit Long Term Care Organizations: The Direct Care Worker Perspective." Creighton Journal of Interdisciplinary Leadership 1, no. 2 (November 16, 2015): 68. http://dx.doi.org/10.17062/cjil.v1i2.13.
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<p>The United States population is rapidly aging, and retaining direct care workers (DCWs) will continue to be a workforce concern for the industry in addressing the demand for long term care services. To date, scant literature exists that addresses the DCW perspective of leadership behaviors and their influence on organizational commitment. To respond to this deficiency, this research studied leadership behaviors of direct importance for DCWs at the immediate supervisor level, and provided empirical insight into organizational commitment among workers closest to patient care. Research on leader behaviors has focused on managerial and executive levels, with scant consideration in long term care at the lower hierarchical levels. Transformational leadership was hypothesized to have a significant positive relationship with organizational commitment, specifically affective and normative commitments, and a significant inverse relationship with continuance commitment. The quantitative correlational study explored the relationship between transformational leadership and organizational commitment among 322 direct care workers employed by nonprofit, multi-level long term care organizations located in the Midwest. Results revealed a statistically significant relationship between overall transformational leadership and organizational commitment as well as affective and normative commitment dimensions, with no significant relationship found between transformational leadership and continuance commitment. The study results are beneficial to industry leaders, researchers, and policymakers for addressing operational policies, leadership training, human resource practices, and workforce policy development. Operational policies should reflect the values of the organization and follow from a compelling, collective vision and mission. Human resources practices warrant review if not aligned with the vision, mission, and values. Leadership development training should considered for continuing education for supervisors at all levels as well as for potential policy alternatives.</p><div> </div>
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Woods, Philip A. "A democracy of all learners: ethical rationality and the affective roots of democratic leadership." School Leadership & Management 26, no. 4 (September 2006): 321–37. http://dx.doi.org/10.1080/13632430600900672.
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Amtu, Onisimus, Sjeny Liza Souisa, Lourine Sience Joseph, and Pitersina Christina Lumamuly. "Contribution of leadership, organizational commitment and organizational culture to improve the quality of higher education." International Journal of Innovation 9, no. 1 (April 26, 2021): 131–57. http://dx.doi.org/10.5585/iji.v9i1.18582.
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Objective of the study: The low quality of higher education in Indonesia has been a concern as well as a shared responsibility to fix it from an early age. Lack of maximum leadership, low organizational commitment, and organizational culture have had an impact on the implementation of an internal quality assurance system. This study intends to examine whether there is a direct or indirect effect of leadership and organizational commitment on the implementation of an internal quality assurance system mediated by organizational culture in state universities.Methodology/Approach: This research uses quantitative methods with a path analysis design. Each value of the effect of exogenous and endogenous variables is tested and analyzed descriptively and path analysis to show the contribution made by each variable studied. Data were collected through a questionnaire with a sample of 221 from a population of 340 populations spread across three state universities in Ambon city, Maluku province, Indonesia.Originality/Relevance: Organizational culture plays an important role to mediate and contribute to the leadership and organizational commitment to create situations and encourage the participation of all elements in the application of the internal quality assurance system in higher education. Main results: The quality of higher education is determined by many factors, but by increasing the role, performance, competence, and leadership style and supported by organizational commitment in an affective, normative, and sustainable manner, the organizational culture becomes one of the frameworks for every university to improve quality and competitiveness in a planned manner. and continuous.Theoretical/methodological contributions: Universities need leadership that is able to encourage and increase collective organizational commitment and culture to achieve sustainable higher education quality. Social/management contributions: The results of this research can be a new breakthrough for each faculty, department, and the department to prepare prospective professional leaders, build solidarity and display a dynamic, creative, and innovative academic culture.
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Da'as, Rima'a, Sherry Ganon-Shilon, Chen Schechter, and Mowafaq Qadach. "Implicit leadership theory: principals' sense-making and cognitive complexity." International Journal of Educational Management 35, no. 3 (February 5, 2021): 726–40. http://dx.doi.org/10.1108/ijem-02-2020-0086.
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PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.
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James, Chris, Megan Crawford, and Izhar Oplatka. "An affective paradigm for educational leadership theory and practice: connecting affect, actions, power and influence." International Journal of Leadership in Education 22, no. 5 (July 5, 2018): 617–28. http://dx.doi.org/10.1080/13603124.2018.1481536.
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Da’as, Rima’a, Chen Schechter, and Mowafaq Qadach. "From principal cognitive complexity to teacher intent to leave." Journal of Educational Administration 58, no. 2 (December 2, 2019): 227–45. http://dx.doi.org/10.1108/jea-07-2019-0117.
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Purpose The purpose of this paper is to test an innovative model for exploring the direct and indirect relationships between principals’ cognitive complexity (CC), schools’ absorptive capacity (ACAP), a teacher’s affective commitment and a teacher’s intent to leave. Design/methodology/approach Data were collected from a survey of 1,664 teachers at 107 Arab elementary schools, randomly selected from the database of the Israeli educational system. To test the proposed model, multilevel structural equation modeling was conducted. Findings The analysis confirmed that schools’ ACAP and a teacher’s affective commitment are prominent mediators between principals’ CC and a teacher’s intent to leave. Practical implications Understanding the factors that contribute to a teacher’s intent to leave could help school principals and policy makers retain effective teachers in today’s schools. Originality/value This study adds to the body of research directed at identifying school principals’ characteristics, as well as work-related factors, which may decrease a teacher’s intent to leave and are amenable to leadership intervention.
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Suwarjono, Suwarjono. "Model “The Best Procces” Pendidikan Bermutu dan Berdaya Saing." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 22, no. 2 (January 25, 2018): 217–33. http://dx.doi.org/10.24090/insania.v22i2.1205.
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The rationale of this article is based on the quality of the school and the quality of the graduates is still low, the implementation of sentaralistic education, the school management is not appropriate, the input-output analisys approach, the community participation is still weak, and cooperation is still low. Then the required management model that can create a quality education and competitive. Model "The Best Procces" quality education and competitiveness can be one solution in creating quality education and competitive. This model aims to create high quality schools and graduates, namely schools that prioritize good planning, implementation, and evaluation processes, supported by management that has the character of improving students' cognitive, affective, psychomotoric, believing skills, and operational skills, leadership skills skills.
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Smith, William. "The leadership role of teachers and environment club coordinators in promoting ecocentrism in secondary schools: Teachers as exemplars of environmental education." Australian Journal of Environmental Education 36, no. 1 (February 10, 2020): 63–80. http://dx.doi.org/10.1017/aee.2020.8.
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AbstractThis study of Naessian ecocentrism and anthropocentrism in three environment club coordinators/science teachers, their colleagues and some parents at three secondary schools uses deep ecology and relational fields as primary frameworks for open-ended interviews. The findings reveal new insights into the affective, cognitive and behavioural characteristics of coordinators who enhance environmental education in their schools. The work presents preliminary data on leadership among sustainability coordinators who run environment clubs. It fills a gap in the literature by showing that in addition to environmental educators requiring knowledge and attitudes regarding sustainability practices, affective qualities like connectedness and love for the environment may be important to their success as sustainability exemplars. Teachers emerge as sustainability exemplars in a relational field to implement sustainability across the secondary curriculum, galvanise students, teachers and parents to connect to the Earth, and help students, teachers and parents move away from anthropocentrism. Findings suggest that if schools commit resources and time to the coordinator’s role, students experience significant benefits by becoming closer to the Earth and more empowered to act for the environment in ways consistent with deep ecology.
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Zabaniotou, Anastasia. "Soft female leadership (SFL) framework for driving the gender equality change in engineering education: learning outcomes of leader and leadership development." Open Research Europe 1 (June 10, 2021): 63. http://dx.doi.org/10.12688/openreseurope.13340.1.
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The foundation of gender equality was built some decades ago, but higher education institutions are far from achieving it. Perhaps the leadership needs to integrate new narratives for a greater commitment especially, in engineering and new tools for the existing toolbox. This study aims to share the outcomes of soft female leadership (SFL) development for gender equality at the RMEI network, entailing the commitment of top-managers from engineering schools, creation of new leaders to lead the change at their institutions, students acting as change-agents, and an active community of practice. The SFL toolbox comprises self-awareness, humanistic care, intuition, creativity, and trust. The transformation of mindset, skillset, and culture entails using Sustainable Development Goals (SDGs), ‘Systemic View of Life’ arguments, and drawing knowledge from organizational learning frameworks, scientific phenomena, and mechanisms, such as a) The 4I-Intuiting-Interpreting-Integrating-Institutionalizing organizational learning process starting from intuition to achieve an institutional change; b) The ‘Stigmergy’ scientific mechanism of self-organized collective schemes with coordinated actions and interactions, in which the action performed by an agent leaves a trace in the environment that stimulates subsequent actions; c) The ‘Spillover’ phenomenon advocating that the behavior of an agent can bring the adoption of related behaviors by other agents. RMEI gender equality plan was evaluated by the HORIZON2020 TARGET project consortium. The SFL excelled as successful in setting goals, articulating a policy that integrates systems approach frameworks, insights from science and technology, innovation, ecology, philosophy, self-awareness, ethics, and values. The Covid-19 pandemic disrupted physical meetings, but the process of change was not ceased at the network because we disrupted the disruption by boosting collaborative knowledge consolidation and dissemination processes. The SFL framework integrates context, regional, and temporal characteristics, alongside cognitive, affective, and motivational outcomes over behavioral outcomes, new mindsets beyond organizational skills, and collaborative learning over individual learning.
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Antinienė, Dalia, and Rosita Lekavičienė. "EMPATHY AND ITS FACTORS: EMPIRICAL STUDY." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 8–15. http://dx.doi.org/10.33607/bjshs.v4i99.97.
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Background. The level of personality’s empathy largely determines altruistic behaviour and the quality of interpersonal relationships rendering the relevance of research indubitable. In psychology, empathy is classified into emotional/affective, cognitive and predictive. This study analyses affective empathy and aims to find out which personality traits related to self-perception, effectiveness in interpersonal relationships and sociodemographics are linked to empathy. Methods. Research participants were schoolchildren, students, unemployed and employed individuals, inmates of imprisonment institutions and other young people. The target group was youth from 17 to 27 years of age, M =19.7, N =1400. An original measurement technique the psychometric quality indicators of which were sufficient (Cronbach’s alpha reached .81) was used to research empathy. Results. The means of Spearman’s correlation coefficients revealed that empathy was related to self-irony (r = .19, p ≤ .001), externality (r = .14; p ≤ .05), positive self-evaluation (r = .47; p ≤ .001), leadership disposition (r = .17; p ≤ .05), etc. Mann-Whitney and Kruskal-Wallis tests revealed that women (Mean Rank = 274.88) were more empathic than men (Mean rank = 139.78; p ≤ .001), young people with higher education (Mean Rank = 234.62) were more empathic than those with no or some education (Mean Rank = 161.06; p ≤ .001), etc. Conclusion. Research revealed that empathy was related to personal-psychological traits: self-irony, externality, positive self-evaluation, leadership disposition, general state of health, etc. The research highlighted the differences of empathy in different genders and revealed that women were more empathic than men. The research participants with high educational achievements exhibited the highest level of empathy.
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Zuber-Skerritt, Ortrun, and Selva Abraham. "A conceptual framework for work-applied learning for developing managers as practitioner researchers." Higher Education, Skills and Work-Based Learning 7, no. 1 (February 13, 2017): 35–50. http://dx.doi.org/10.1108/heswbl-05-2016-0037.
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Purpose The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change. Design/methodology/approach The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism. Findings Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes. Originality/value This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.
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Banjarnahor, Humuntal. "An Association with the Participative Leadership Style Influence on Job Satisfaction and Affective Commitment and Continuous Head Junior High School in the City of Medan." World Journal of Educational Research 4, no. 1 (December 23, 2016): 101. http://dx.doi.org/10.22158/wjer.v4n1p101.
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<p><em>Commitment to the organization and job satisfaction was an indicator of the success principals in leading the school as an organization. Being good as an educator (affective commitment), accepting the norms and rules of the school (commitment normative) and willing to work hard for school (continuous commitments) are formed of loyalty of a principal. Good or not on a value of teaching and learning in school is influenced by the ability of the principal to manage each component of the school<br />(who’s behind the school). The facts show that the commitment of a principal still tends to be low and the leadership has not been demonstrated into an achievement of a goal to improve the quality of the education itself. The other thing about the process of the recruitment of some teachers who had been given for additional duties as a principal has not been done well.</em></p><p><em>The goal of research: to investigate the relation on a participative leadership style (X1) and job </em><em>satisfaction (X2) and the influence againsts the affective commitment (X3) and continuous (X4) of the </em><em>principal in Medan. The analysis data technique was the analysis of regression and ways analysis. The </em><em>samples research were 164 principals were selected randomly by using a random number of 348 heads </em><em>of Junior high school in Medan. The instrument of data had taken consists of 14 items instruments X1, </em><em>15-point X2, 16 items X3, and 16 grains of instrument X4 that meet the criteria, i.e., rij>0.30. The </em><em>reliabilty Coefisient of each are: 0.83; 0.76; 0.77; and 0.82.</em></p><p><em>The description of an analysis turns out the average and standard deviation: 1=2,81; S1=0.91; </em><em>2=2.94; S2=0.89; 3=2.90; S3=0.80; 4=2.87; S4=0.76. Kolmogorove-Smirnove test turns all four </em><em>normally distributed variable data. By taking it through the curve fit method and anova, the linear </em><em>relations between variables and a row of data are independent. Hypothesis of test results turned out to </em><em>be a participatory leadership and job satisfaction partially directly affect the significantly restricted ap affective commitment and continuous. As a concurrent job satisfaction does not function positively </em><em>mediating on a participative leadership influenced on the affective and continuous commitment to</em><br /><em>junior high school principal in city of Medan. The Total direct influence participatory leadership of the </em><em>affective and continuous commitment to junior high school principal city of Medan, respectively was </em><em>11.69%, 11.15%. The implications of the research, leadership style worthy of being part of the policy as</em><br /><em>teacher who was assigned as a recruitment for some teachers who was given things as principal, but it </em><em>want to be called this way with the job satisfaction in Junior high school principal in Medan.</em></p>
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Listopad, Darlene M. "Teaching Preceptors Using the Affective Domain (Part 1)." Journal for Nurses in Professional Development 34, no. 6 (2018): 341–43. http://dx.doi.org/10.1097/nnd.0000000000000489.
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Listopad, Darlene M. "Teaching Preceptors Using the Affective Domain (Part 2)." Journal for Nurses in Professional Development 35, no. 1 (2019): 46–47. http://dx.doi.org/10.1097/nnd.0000000000000501.
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Banamtuan, Maglon F., and Harun Y. Natonis. "Early Childhood Mindset Stimulation for Understanding Pancasila Through Affective Education." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (April 30, 2019): 29–42. http://dx.doi.org/10.21009/10.21009/jpud.131.03.
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This study aims to find out how to stimulate Early Childhood Mindset in Theodeosius kindergarten through affective education. This research is qualitative research. Data analysis is done by reducing data, presenting data, and drawing conclusions. The research findings showed that students were very enthusiastic about following the activities of the teacher with pleasure, happiness and did not feel burdened from the initial activities to the final activities of the students who followed them well. The efforts made by TK Theodosius educators are good, so that it can be said that the teacher's efforts to train children's independence are maximized. The students have begun to instill Pancasila values in their daily lives, namely Godhead, Humanity, the Value of Unity, People's Value, and Social Justice.
Keywords: Affective Education, Early Childhood Mindset Stimulation, Understanding Pancasila.
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Fredimento, Aurelius, Nong Hoban, and Gregorius Sebo Bito. "PKM LATIHAN KEPEMIMPINAN TINGKAT DASAR BAGI PENGURUS OSIS DAN PENGURUS KELAS SMA NEGERI WELAMOSA." Mitra Mahajana: Jurnal Pengabdian Masyarakat 1, no. 1 (November 17, 2020): 1–10. http://dx.doi.org/10.37478/mahajana.v1i1.712.
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A leader, in any level, is a main figure to determine a success of the desire of an organization. A leader who attends as an influential resource, an organizer resource, an action resource as well as a directive resource who guide the members to arrange strategic steps, logical and reasonable in order to get the intention of organization that is agreed together. The board of OSIS and the management of the class at the Government Senior Hight School (SMAN) in Welamosa is a collection of the energic young figures who have good competence and self-competence to become a great leader in the future. They are internally considered have specific competence to become leader for they friends, so they are elected as well as determined by the school democratizely to become a leader because they have a certain competence to work together and control the institution education as well. The election is an opportunity which has to be run professionally and responsible. Before starting to run their leadership, it is necessary and important to build them with the basic consepts about the rightist leaderships for the institution in the future. That is why, they have to run a specific activity such as Basic Training Leadership (LKTD). With this activity the whole participants are very expected will be more self awareness about various kinds of self-competence which have been planted in themselves and gradually accordance with the development of biologis, cognitive, affective and also phichomotorics have to try to bring into reality for the importance of the school as well as the societies. This activity uses the reflective analyses method. By this method, the whole participants are invited to see and to take into account the leadership training well and has to try to implementate at school. The analyses method is a very good method to run the school or to manage an education institute well at the Government Senior High School in Welamosa.
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Maier-Lorentz, Madeline M. "WRITING OBJECTIVES AND EVALUATING LEARNING IN THE AFFECTIVE DOMAIN." Journal for Nurses in Staff Development (JNSD) 15, no. 4 (July 1999): 167–71. http://dx.doi.org/10.1097/00124645-199907000-00008.
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González-Zamar, Mariana-Daniela, and Emilio Abad-Segura. "Emotional Creativity in Art Education: An Exploratory Analysis and Research Trends." International Journal of Environmental Research and Public Health 18, no. 12 (June 8, 2021): 6209. http://dx.doi.org/10.3390/ijerph18126209.
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The emotions that human beings experience have a key role in the environments in which they operate. In art education, creative processes are influenced by the emotions and experiences lived by the individual, enabling a more emotional and creative design to make life more pleasant. The aim was to examine the research during the period 1917–2020 on the development of emotional creativity in art education. Mathematical and statistical techniques were applied to 984 articles carried from Elsevier’s Scopus database. The findings yielded data on the scientific productivity of the journal, authors, research institutions, and countries/territories that promoted this field. The data showed an exponential trend, mostly in the last decade. Five lines of research stand out: emotion, higher education, education, art, and leadership. Moreover, five future research directions related to visual art education, affective paradigm, metacompetency, expressive arts therapy group, and cognitive empathy were detected. This study establishes the link between psychology, neuroscience, and artistic education to constitute the decision-making of the promoters of this topic of research. The analysis of international research allowed us to focus the future publications of academics and researchers, in addition to guaranteeing an adequate approach to the objectives of the institutions and funding centers.
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Kim, Hye-Won, and Hyejin Yang. "Factors affecting stigma communication towards people living with HIV/AIDS." Journal of Korean Academic Society of Nursing Education 27, no. 2 (May 31, 2021): 163–74. http://dx.doi.org/10.5977/jkasne.2021.27.2.163.
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Purpose: This study aims to identify factors influencing the stigma communication concerning HIV (Human Immunodeficiency Virus)/AIDS (Acquired Immune Deficiency Syndrome) patients between health and medical college students. Methods: In this descriptive study, the participants were 158 college students from a certain university. Data were collected from September 18 to September 30, 2018. Self-reported questionnaires were used to measure AIDS-related knowledge, homosexual awareness, fear of HIV/AIDS patients and stigma communication. The collected data were analyzed with descriptive statistics, an independent t-test, one way analysis of variance, Pearson’s correlation and a stepwise multiple regression analysis using the SPSS 23.0 program.Results: The factors influencing the stigma communication between health and medical college students were a fear of HIV/AIDS patients (<i>β</i>=.47, <i>p</i>＜.001) and homosexual awareness (<i>β</i>=-.15, <i>p</i>=.040), which together explained 28.0% of the variance in the model. Conclusion: The study findings suggest that an education program for health and medical college students should be developed. Additionally, when designing the education program, it is recommended that the contents for inducing attitude changes should include affective areas as well as knowledge-oriented contents. The study suggests that it is necessary to provide a systematic education program to decrease the stigma for HIV/AIDS patients before health care providers enter clinical practice.
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Suradi, Suradi. "The Effect of Organizational Culture on Organizational Commitment for Participants in Leadership Education and Training Level IV of the Ministry of Finance." International Journal of Multicultural and Multireligious Understanding 6, no. 5 (November 23, 2019): 814. http://dx.doi.org/10.18415/ijmmu.v6i5.1147.
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Organizational culture can be the main competitive advantage instrument and employee commitment since they tend to be affected by organizational culture aspects at work. This research discusses the effect of organizational culture on employee organizational commitment. The research objective is to analyze how the effect of organizational culture on organizational commitment through three dimensions consisting of affective commitment, continuance commitment and normative commitment. The research sample involved 130 people from echelon IV officials who were attending the Leadership Education and Training Level IV of the Ministry of Finance using a saturated sampling technique in which all members of the population became research samples. This research employed causality model or relationship or effect. To test the proposed hypothesis, it utilized SEM (Structural Equation Models) analysis techniques. Based on statistical results, organizational culture has a positive and significant effect on organizational commitment. This is evidenced from the results of the p (probability) value of 0.07 > 0.05 and an estimated value of 0.75 which shows a positive result. It means that if the culture of the organization increases, it will affect the increase in organizational commitment.
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Choi, Gyeong Hye, and Joo Hyun Kim. "Concept analysis of Korean spiritual health: Using a hybrid model." Journal of Korean Academic Society of Nursing Education 27, no. 2 (May 31, 2021): 117–31. http://dx.doi.org/10.5977/jkasne.2021.27.2.117.
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Purpose: This study is a qualitative study that investigated the nature of Koreans’ spiritual health using a hybrid model, clarifying the definition and attributes of the concept. Methods: The nature and definition of Koreans’ spiritual health were identified through a review of the extensive literature at the theoretical stage and then compared with an analysis of the in-depth interview data conducted by the researcher in the fieldwork stage. Results: Koreans’ spiritual health comprised nine attributes: awareness of the meaning and purpose of life, self-awareness, self-acceptance and recognition, self-transcendence, self-integration, harmony of relationships, self-actualization and development, the inner affective attributes of hope, happiness, fulfillment and thankful mind, and the interpersonal affective attributes of one connected mind, compassion, generosity and humility. The scope of the Absolute is expanded to ‘heaven’ and ‘ancestors’, and harmony with the community is emphasized. Conclusion: We have found that Koreans’ spiritual health is important for total nursing care and that mental, social and physical health can be improved if spiritual health is promoted. Considering this point, personal and organizational efforts are needed to ensure that spiritual nursing is positively applied in community and clinical settings.
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Kentami, Maria Regina Tinon Dyah, and Rostiana Rostiana. "PERAN ENGAGING LEADERSHIP TERHADAP KOMITMEN ORGANISASIONAL DALAM PROXIMAL WITHDRAWAL STATES." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 2 (October 31, 2020): 527. http://dx.doi.org/10.24912/jmishumsen.v4i2.7757.2020.
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Preserving competent employees is still a primary challenge for the organization today. Every company needs to make efforts to retain the employees they have. PT.X is one of the companies operating in the education sector that needs to anticipate future turnovers. This study aims to investigate the role of engaging leadership toward organizational commitment in the Proximal Withdrawal States (PWS) at PT.X. Researchers hope that by great engaging leadership, the organizational commitment will improve so that the probability of turnover will decrease. The study was administered on 295 employees at PT.X, who is a permanent employee and had worked for more than one year. This research belongs to non-experimental quantitative research. A simple regression model was conducted to process the data of this study. The results showed that engaging leadership had a significant role of 16.8% toward organizational commitment. However, based on the situation description, engaging leadership only plays a significant role in the "reluctant stayers," "reluctant leavers," and "enthusiastic stayers" situation. In the "reluctant stayers" situation, engaging leadership accounts for 12.1%. In the "reluctant leavers" situation, a significant role of 62.7% was found, and 8.4% in the "enthusiastic stayers" situation. Furthermore, it is revealed that engaging leadership only plays a significant role toward the continual and normative commitment dimensions in the "reluctant stayers" situation. Meanwhile, in the "reluctant leavers" and "enthusiastic stayers" situation, engaging leadership only plays a significant role in the affective and normative commitment dimensions.Memperoleh karyawan yang kompeten saat ini masih menjadi tantangan utama bagi organisasi. Setiap perusahaan perlu melakukan upaya untuk mempertahankan karyawan yang dimilikinya saat ini. PT. X menjadi salah satu perusahaan yang bergerak di bidang Pendidikan yang perlu melakukan antisipasi terjadinya turnover di masa depan. Penelitian ini bertujuan untuk melihat peran engaging leadership terhadap komitmen organisasi dalam situasi Proximal Withdrawal States (PWS) pada PT. X. Peneliti berharap dengan engaging leadership yang baik, maka komitmen organisasi akan meningkat sehingga peluang terjadinya turnover akan munurun. Penelitian dilakukan pada 295 karyawan yang bekerja di PT. X dengan kriteria sebagai pegawai tetap dan sudah bekerja lebih dari satu tahun. Penelitian ini termasuk ke dalam penelitian kuantitatif non eksperimental. Pengolahan data dilakukan dengan model regresi sederhana. Hasil penelitian menunjukan bahwa engaging leadership berperan signifikan sebesar 16,8% terhadap komitmen organisasi. Namun pada gambaran situasi, engaging leadership hanya berperan signifikan pada situasi reluctan stayers, reluctant leavers dan enthusiastic stayers. Pada situasi reluctant stayers, engaging leadership berperan sebesar 12,1%. Pada situasi reluctant leavers berperan signifikan sebesar 62,7% dan 8,4% pada situasi enthusiastic stayers. Lebih detil lagi dijabarkan bahwa engaging leadership hanya berperan signifikan terhadap dimensi komitmen kontinual dan normatif dalam situasi reluctant stayers. Sementara itu pada situasi reluctant leavers dan enthusiastic stayers, engaging leadership hanya berperan signifikan pada dimensi komitmen afektif dan normatif.
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Jover Biboum, Margarita, Rubén García Rubio, and Carlos Ávila Calzada. "Adrian Parr, a polyhedral relationship with water." ZARCH, no. 15 (January 27, 2021): 188–95. http://dx.doi.org/10.26754/ojs_zarch/zarch.2020154932.
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Adrian Parr is a transdisciplinary scholar who brings the design disciplines into conversation with the humanities, social sciences, and science. Rather than work within the clearly defined boundaries of a specialized discipline, her writings and movies create ethical montages consisting of theoretical criticism, poetics, imagery, and sound. The daughter and niece of two of Australia's most well-known contemporary artists, she has a sensitivity toward the affective potential of thought and ethical reflection. Her writings encompass a journey through the notebooks of Leonardo da Vinci, Deleuze, feminism, contemporary art, sustainability culture, urbanism, climate change, policy, collective memory, trauma theory, and Marxist thinking. Her films set out to humanize the water and sanitation statistics driving national and international policy. In this interview Adrian Parr talks about the environmental and water problems in different parts of the world under a vision in which humanism, education, ethics, awareness and leadership play a transcendental role.