Academic Bibliography
https://biblio.ugent.be/
Ghent University Academic Bibliography2000-01-01T00:00+00:001monthlyThe role of self-efficacy on feelings of burnout among Flemish school principals during the COVID-19 pandemic
https://biblio.ugent.be/publication/01HDKANWZG6YAN3480DK70WX1V
Bellemans, LoreDevos, GeertTuytens, MelissaVekeman, Eva2023PurposeWork-related stress is a significant occupational health issue. Stress cannot be viewed separately from the perceptual or interpretive act by the individual. Self-efficacy is a personal characteristic that explains a high proportion of variation in the performance of school principals.Design/methodology/approachThe current study examines if the COVID-pandemic is related to burnout among school principals. Additionally, the study analyzes if the self-efficacy of school principals plays a mediating role in the impact that the COVID-19 crisis had on their burnout level. To explore this, the authors used survey data of 981 Flemish school principals.FindingsThe findings indicate that the COVID-19 pandemic is related to feelings of burnout among Flemish school principals. In addition, self-efficacy mediated the relationship between the COVID-19 scale and the four core subscales of burnout: exhaustion, mental distance, emotional impairment and cognitive impairment. No mediating effect of self-efficacy was found for the secondary symptoms of burnout, psychological distress and psychosomatic complaints.Originality/valueThis paper emphasizes the importance of school principal's self-efficacy experiences for crisis management. Implications for school leadership training and support are discussed.application/pdfhttps://biblio.ugent.be/publication/01HDKANWZG6YAN3480DK70WX1Vhttp://hdl.handle.net/1854/LU-01HDKANWZG6YAN3480DK70WX1Vhttp://doi.org/10.1108/JEA-09-2022-0138https://biblio.ugent.be/publication/01HDKANWZG6YAN3480DK70WX1V/file/01HR8126KKD59BEPYGP37JZV4WengNo license (in copyright)info:eu-repo/semantics/restrictedAccessJOURNAL OF EDUCATIONAL ADMINISTRATIONISSN: 0957-8234ISSN: 1758-7395Social SciencesSchool principalsCOVID-19Self-efficacyBurnoutMediationTEACHER BURNOUTJOB DEMANDSWORKTIMESPERSONALITYLEADERSHIPBEHAVIORSTRESSSTRAINREWARDThe role of self-efficacy on feelings of burnout among Flemish school principals during the COVID-19 pandemicjournalArticleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionA leadership perspective on program coherence in secondary teacher education
https://biblio.ugent.be/publication/01HKMHX9NESXMK1W5V1YM782KD
Flamand, PieterVanderlinde, RubenTuytens, Melissa2023The achievement of departmental objectives in higher education is strongly influenced by effective leadership behavior (Bryman, 2007). In teacher education, for example, leadership behavior is believed to have an impact on developing and maintaining a coherent program, one of the main quality indicators of teacher education programs (Hammerness & Klette, 2015; Hermansen 2019). In turn, leadership behavior is influenced by the institutional context, which suggests that efforts aimed at fostering program coherence might be facilitated or hindered depending on the specific institutional characteristics (Hermansen, 2019). However, little is known about how leaders in teacher education deploy effective leadership behavior to foster program coherence and how these efforts are shaped by the institutional context. In this study, we interviewed leaders and teacher educators from six secondary teacher education programs in six different higher education institutions (N=22). Interview data and relevant documents concerning the programs’ visions, curricula, and quality assurance were analyzed thematically to answer two interrelated research questions: (1) How do program leaders in secondary teacher education foster program coherence?, and (2) How does the institutional context influence program leaders’ efforts aimed at program coherence in secondary teacher education? We found that program leaders foster program coherence through collective vision development, keeping track of organizational goals, people management, allowing faculty participation in decision-making, setting up collaborative structures, facilitating course content exchange, thoughtful curriculum construction, developing joint criteria and manuals, network building, and student feedback. Depending on the specific institutional context, these practices are influenced by the degree of curricular flexibility, the institutional vision, tradition of autonomy, internal system of quality assurance, resources, program size and other expectations of the higher education institution. Implications for practice and future research are discussed.https://biblio.ugent.be/publication/01HKMHX9NESXMK1W5V1YM782KDhttp://hdl.handle.net/1854/LU-01HKMHX9NESXMK1W5V1YM782KDengPeople Management in Education 2023, AbstractsSocial SciencesA leadership perspective on program coherence in secondary teacher educationconferenceinfo:eu-repo/semantics/conferenceObjectinfo:eu-repo/semantics/publishedVersionA strategic human resource orientation to teacher supervision
https://biblio.ugent.be/publication/01GXY8GG3HH17VQ7XNYXR9T9KW
Lavigne, AlysonDerrington, Mary LynneTuytens, MelissaVekeman, EvaDevos, Geert2023application/ziphttps://biblio.ugent.be/publication/01GXY8GG3HH17VQ7XNYXR9T9KWhttp://hdl.handle.net/1854/LU-01GXY8GG3HH17VQ7XNYXR9T9KWhttps://biblio.ugent.be/publication/01GXY8GG3HH17VQ7XNYXR9T9KW/file/01GXY9Q19T918EDY5YJH5T9WPCengRowman & LittlefieldNo license (in copyright)info:eu-repo/semantics/restrictedAccessActionable feedback to PK-12 teachersISBN: 9781475866193Social SciencesA strategic human resource orientation to teacher supervisionbookChapterinfo:eu-repo/semantics/bookPartinfo:eu-repo/semantics/publishedVersion