Journal of Professional Capital and Community
Issue(s) available: 34 – From Volume: 1 Issue: 1, to Volume: 9 Issue: 3
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Distributed leadership mirrors teacher professionalism via collaborative learning and relational trust: evidence from China
Lichao Ma, Hao Yao, Manyuan SunThe study seeks to unpack the effect of distributed leadership on teacher professionalism, and the mediating roles of collaborative learning and relational trust in the Chinese…
Strengthening capacities in Latin America by designing teacher professional development programmes for climate change education
Pilar Cristina Reyes, Maria Viviani, Claudia Mariela RoblesThis study aims to describe the design process of two teacher professional development programmes on Climate Change Education in Chile and Mexico, their initial outcomes on…
Virtual communities of practice: nurturing teacher-coordinators’ well-being amidst stress and crisis
Odelia Orit Schrire, Kathrin Kirchner, Christine Ipsen, Dina TsybulskyThis longitudinal study investigated the ways in which virtual communities of practice (VCoPs) can support the well-being of teachers in managerial roles during stressful changes…
Navigating higher education in conflict zones: the role of professional capital and community engagement in northern Syria
Emrah CinkaraThis study examines the critical role of higher education in conflict zones, focusing on the northern regions of Syria affected by Operation Olive Branch and Operation Euphrates…
The determinants of data use practice for instructional practice in higher education
Muhammad Fauzan Ansyari, Kristof De Witte, Wim GrootAn evidence-based approach to improving instructional practices and student outcomes in data use. It is a systematic process of evaluating and analysing learning problems…
Knowledge sharing among academics in higher education: integrating positive and negative facets of organizational climate
Zhenyu Fan, Loo-See BehKnowledge sharing is pivotal for the professional development among academics in higher education. However, little research has focused on understanding both the positive and…
The impact of teacher's pedagogical leadership on student achievement: the mediating role of teaching methods
Dongmin Zhang, Zihui Fang, Min LiaoEducational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership…
A call to adopt pedagogies of optimism in times of armed conflicts: theoretical and practical insights
Izhar OplatkaThe paper argues for the introduction of pedagogies of optimism (and implicitly of hope) in schools as a response to the danger of pessimism, skepticism and helplessness…
How teachers enhance ICT integration practices within professional learning communities: a qualitative study in Tanzania
Ayubu Ismail Ngao, Guoyuan SangDespite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and…
Educational leadership during a time of war in Ukraine
Christopher Hudson, David Tigchelaar, Anton ZastavnyiThe purpose of this paper is to explore how two educational leaders are leading their school communities during a time of war in Ukraine.
The unbearable lightness of being implicated in conflict-affected societies: can teachers do anything about it?
Michalinos Zembylas, Zvi BekermanIn this reflective essay, the authors explore how thinking with the notions of implication and complicity may encourage or hinder efforts to engage teachers in problematizing…
Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England
Elizabeth Rushton, Nicola Walshe, Alison Kitson, Sarah SharpIn England, climate change and sustainability education (CCSE) is predominantly taught with a focus on knowledge in school geography and science. However, whole-school approaches…
Learning with and from each other: creating safe spaces in a professional community for school leadership development
Hans W. Klar, Noelle A. Paufler, Angela D. CarterSchool leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop…
Teacher–community nexus and rural schools as community knowledge hubs: a program implementation in Western Nigeria
Sakirat Olayinka, Edward Maxwell DeniranThis study explores a program to transform rural schools in Kwara State, Western Nigeria, into community knowledge hubs by leveraging local networks and community-based workshops…
Leadership for action on climate change: the role of education policy and professional standards in the Hong Kong context
Paul CampbellUsing Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling…
Development of entrepreneurial identity among young people: analysis of the effectiveness of an educational program on entrepreneurial potential
Cristina Di Giusto Valle, María-Camino Escolar-Llamazares, Tamara de la Torre Cruz, M. Isabel Luis Rico, Carmen Palmero Cámara, Alfredo JiménezThe efficiency of an educational program on entrepreneurial competence, Training the Potential Entrepreneur. Generation of an Educational Model for Entrepreneurial Identify…
Navigating egalitarian culture and accountability pressures: shared instructional leadership practices of Danish school leaders
Ronni Laursen, Sedat Gümüş, Allan David WalkerOur study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative…
The school principals' role in developing the professional capital of teachers: evidence from principals and teachers
Kelemu Zelalem BerhanuAlthough building professional capital improves student learning and the effectiveness of schools in educating students, it needs to be explored in the area of primary schools in…
ISSN:
2056-9548e-ISSN:
2056-9556ISSN-L:
2056-9548Online date, start – end:
2016Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Martin Scanlan
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