The Effect of Transformation Leadership on Organizational Performance through the Strong Lecturer Engagement

Marlita, Adriana Madya Marampa Devi

doi:10.17762/pae.v58i2.2848

Cited by 3 publications

(3 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Um primeiro aspeto a considerar diz respeito à capacitação dos profissionais, permitindo-lhes desenvolver não apenas conhecimentos teóricos, mas também outros de carácter metodológico (AFONSO, 2010). Para além dos profissionais, importa considerar um conjunto de condições institucionais, que podem ir desde o papel e o apoio das lideranças escolares para a valorização e a visibilidade do processo (DEVI et al, 2020) à criação de espaços e momentos propícios ao trabalho a desenvolver, por meio, por exemplo, de políticas institucionais. Por fim, e não menos importante, importa considerar o impacto que as políticas e gestão educativas por parte da tutela pode ter no desenvolvimento dos processos.…”

Section: Considerações Finaisunclassified

Autoavaliação de escolas: O quê? Como? Com quem? E depois?*

Figueiredo

2023

Ensaio: aval.pol.públ.Educ.

View full text Add to dashboard Cite

Resumo Em Portugal, a autoavaliação de escolas é obrigatória desde a publicação da Lei nº 31/2002. Apesar disso, verificam-se ainda fragilidades significativas no desenvolvimento destes processos, relacionadas com sentimentos de falta de conhecimentos, resistência e insegurança no desenho e na implementação de autoavaliação, pelas escolas e pelos seus profissionais. Estes sentimentos podem ser justificados por, apesar da existência de documentos legislativos orientadores, não ser claro o que se pretende de tais processos e que modos existem para a sua concretização. Este artigo tem como objetivo sistematizar um conjunto de possibilidades que possam apoiar o desenvolvimento de autoavaliações de escolas mais sustentadas e sustentáveis. Parte-se da reflexão sobre conhecimento científico existente sobre a temática, da análise das orientações presentes em políticas e processos avaliativos e da experiência profissional da autora, para dar resposta às questões “O quê?; Como?; Com quem?; E depois?” como possíveis questões orientadoras da autoavaliação de escolas.

show abstract

Section: Considerações Finaisunclassified

Autoavaliação de escolas: O quê? Como? Com quem? E depois?*

Figueiredo

2023

Ensaio: aval.pol.públ.Educ.

View full text Add to dashboard Cite

show abstract

“…They are under a great deal of pressure because of this. Academics are generally believed to have three primary responsibilities: lecturing or teaching, conducting research and handling administrative duties (Marlita et al, 2021). Academics are likewise expected to include community engagement as their primary responsibilities.…”

Section: The Examination Of Relevant Higher Education Acts and Polici...mentioning

confidence: 99%

The Transformative Effect of South African Higher Education Policy Frameworks Through the Lens of Margaret Archer’s Sociological Concepts

Maama

2023

IJERLAS

View full text Add to dashboard Cite

After the end of the apartheid regime, the South African Government and other stakeholders have made several commitments to enhance and transform the nation's educational system, particularly higher education. To achieve this, the government implemented several educational reforms, passed legislation, and established policies. Despite some discussions and debates surrounding educational improvement, there is still a lack of comprehensive analysis that examines the specific contributions, challenges, and potential challenges of these policy frameworks in driving positive transformations. Accordingly, this research examines the transformative impact of South African Higher Education policy frameworks using Margaret Archer's morphogenetic theory as an analytical framework. The study conducts a desktop document analysis of published literature, including policy documents from the South African government, to explore the contributions and challenges of these policy frameworks. The analysis reveals a lack of significant changes in agency, social, and cultural structures, indicating the absence of morphogenesis processes. Furthermore, there is a lack of commitment from various agents to the policy objectives, particularly evident in weaknesses in fulfilling mandates and the resulting institutional instability due to student protests. The study highlights that the anticipated impact of policies, strategies, and financial resources may have fallen short of expectations regarding the transformation process. The findings contribute to understanding the limitations and effectiveness of South African Higher Education policy frameworks, offering insights into the complex dynamics between structure, culture, and agency. This research informs policymakers, educators, and stakeholders involved in higher education by providing recommendations to enhance the transformative potential of these policy frameworks. The research has broader implications for understanding educational improvement and policy frameworks in other contexts, as the insights gained from this study can be applicable and valuable to similar settings facing challenges in educational reforms..

show abstract

“…At IAIN Laa Roiba, the transformational leadership of lecturers significantly influences student motivation, creativity in learning, and academic achievement. Lecturers who can practice transformational leadership can inspire students and fellow lecturers to achieve higher achievements (Marlita et al, 2021;Sirait, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Transformational Leadership and Organizational Culture on Work Productivity

Rohidin,

Saepudin,

Juliana

et al. 2024

View full text Add to dashboard Cite

This research aims to determine and analyze the influence of transformational leadership and organizational culture on the productivity of lecturers at the Laa Roiba Bogor National Islamic Institute. This research uses quantitative research methods with survey techniques to answer the hypothesis tests that have been formulated. Respondents totaled 160 lecturers, and the sampling technique used was random. The transformational leadership, organizational culture, and work productivity questionnaires were validated using the product moment correlation formula; Reliability is measured using the Cronbach Alpha formula, and hypothesis testing uses the PLS-SEM analysis application. The research results show that transformational leadership and organizational culture positively and significantly impact lecturers' work productivity. Transformational leadership also influences organizational culture directly. Therefore, to increase lecturers' work productivity, it is necessary to improve the effectiveness of transformational leadership and organizational culture. The implications of this research highlight the importance of developing transformational leadership and organizational culture as a strategy to increase the work productivity of lecturers at the Laa Roiba Bogor National Islamic Institute.

show abstract

The Effect of Transformation Leadership on Organizational Performance through the Strong Lecturer Engagement

Cited by 3 publications

References 9 publications

Autoavaliação de escolas: O quê? Como? Com quem? E depois?*

Autoavaliação de escolas: O quê? Como? Com quem? E depois?*

The Transformative Effect of South African Higher Education Policy Frameworks Through the Lens of Margaret Archer’s Sociological Concepts

The Influence of Transformational Leadership and Organizational Culture on Work Productivity

Contact Info

Product

Resources

About