Coming on board: problems facing novice principals in Iran

Kouhsari, Masoumeh; Bush, Tony

doi:10.1080/13603124.2020.1797179

Cited by 8 publications

(3 citation statements)

References 24 publications

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“…Numerous research studies have found the heavy workload to be predictive of lower job satisfaction, lower self-efficacy and motivation (Jayaratne and Chess, 1986; Kouhsari and Bush, 2020; Kouhsari et al, 2022). Although the previous studies have directly explored the effect of two kinds of school-level factors (school climate and workload) on teachers’ professional well-being, we know less about the impact of school leadership styles on teachers’ professional well-being.…”

Section: Literature Reviewmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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“…The current study aims to understand the relationships between these constructs in the Iranian context. According to the studies conducted in the Iranian educational context, staff, especially most teachers, are under severe stress that has affected their performances (Kouhsari and Bush, 2020; Kouhsari et al ., 202c). Despite the importance of Increasing job demands behaviour and teachers' subjective well-being, they have been among the essential factors that seem abandoned and neglected in the context of teacher performance in Iran.…”

Section: Introductionmentioning

confidence: 99%

The impact of emotional intelligence, increasing job demands behaviour and subjective well-being on teacher performance: teacher-gender differences

Amirian

Kouhsari

2023

IJEM

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PurposeThe purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.Design/methodology/approachIn this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.FindingsThis study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.Originality/valueThis model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

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“…Novice principals are sometimes referred to as early-career, new, or beginner principals (Ng, 2015;Oplatka, 2012;Sepuru & Mohlakwana, 2020;Spillane & Lee, 2014). Daresh (2001) 7 (Blose et al, 2022;Bolam et al, 2000;Daresh & Male, 2000;Kitavi & van der Westhuizen, 1997;Kouhsari & Bush, 2020;Liljenberg & Andersson, 2020;Meyer & Patuawa, 2022;Myende et al, 2018;Ng, 2015;Sepura &Mohlakwana, 2020;Spillane & Lee, 2012;Spillane & Anderson, 2014;Swen, 2020;Tahir et al, 2017;Tuma & Spillane, 2019;Wieczorek & Manard, 2018) and Oplatka (2012) state that these are principals who have a maximum of three years in the principalship position. Drawing from Day and Bakioglu (1996), novice principals are still in the initiation phase.…”

Section: Novice Principalsmentioning

confidence: 99%

“Navigating unchartered waters”: lived experiences of novice principals leading in deprived school contexts

Ndlovu

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I, Nokukhanya Ndlovu, declare that:(i) The research reported in this dissertation/thesis, except where otherwise indicated, is my original work.(ii) This thesis has not been submitted for any degree or examination at any other university.(iii) This thesis does not contain other persons' data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons' writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a publication of which I am author or co-author, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications.(vi) This thesis does not contain text, graphics, or tables copied and pasted from the Internet, unless specifically acknowledged and the source being detailed in the thesis and in the References section. Signed: Nokukhanya NdlovuAs the candidate's Supervisor, I agree to the submission of this thesis. Signed:Professor Phumlani Myende iii 3 Room32 is a small unused room located in a campus building commonly used for janitorial services and student extra-curricular activities on the outskirts of campus. It an alternative space where we retreated to rescue ourselves and in which we organically formed a critical friendship that has enabled us to find ourselves and aid our personal and professional development (Mbatha et al., 2021;.

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Coming on board: problems facing novice principals in Iran

Cited by 8 publications

References 24 publications

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

The impact of emotional intelligence, increasing job demands behaviour and subjective well-being on teacher performance: teacher-gender differences

“Navigating unchartered waters”: lived experiences of novice principals leading in deprived school contexts

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