Enhancing the effectiveness of the learning process in Higher Education requires enough doses of creativity, which can be inspired by successful initiatives that have worked in other fields. This is the case with Positive Leadership (PL), whose principles and implementation strategies have been well researched, and whose efficacy has been demonstrated across a diverse range of contexts and organizations. Thus, Positive leadership is positioned very favorably to be also tested in an educational environment. This article describes how a team of faculty members from several universities are working together to be able to transfer the Positive leadership principles (positive meaning, positive communication, positive relationships and positive climate) to the teaching-learning process, under the hypothesis that it will improve academic performance, student satisfaction with faculty and the engagement of faculty members.
The Common Core State Standards (CCSS) were developed through a collaborative effort by educators from all fifty states so that a clear concise set of uniform standards are available to guide K-12 instruction in the United States. Previous to the CCSS no such document existed in the United States. Thus, the CCSS are relatively new and some in the educational community welcome them with open arms while others hesitate to endorse them. This paper researched these divergent perspectives and found that research on educational change can point out the problems and benefits connected to CCSS. Some of this information targets the standards directly and some indirectly. A review of research literature helped present insights with some possible strategies for those who are eager to implement them and those who hesitate to embrace them as both groups work towards the implementation of CCSS which are now mandated by a majority of the 50 states. These insights suggest that implementation of the CCSS should be gradual and well supported so that all educators are adequately prepared and can help facilitate the changes CCSS will require.
A Study On TheRelationshipBetween Teachers' EducationalBeliefsAndTheirLevel O...inventionjournals
It is important to determine the educational beliefs and attitudes of teachers, being one of the most important determinants of change in educational organizations, towards change. The main purpose of this study is to test the model created for the relationship between the level of openness to occupational change of pre-school, primary and secondary school teachers and their educational beliefs. So as to identify the relationship between educational beliefs and the level of openness to change more clearly, a model according with the structural equation modeling assumptions has been set in the study. The working group of the study is comprised of 268 teachers of different branches working in Kars in the 2012-2013 academic years. "Openness to Personal Change Scale", "Openness to Occupational Change Scale" and "Educational Beliefs Scale" were used as data collection tools. Confirmatory factor analysis (CFA) was used for the validity and reliability of the scales used in the study while structural equation modeling analys is (SEM) was used for the analysis of data. Following the study, it has been determined that teachers being more open to personal and occupational change have educational beliefs of progressivism and re-construction is mwhile teachers being in tendency to preserve and sustain their personal habits have educational beliefs of perennial is mand essentialism.
The Common Core State Standards (CCSS) were developed through a collaborative effort by educators from all fifty states so that a clear concise set of uniform standards are available to guide K-12 instruction in the United States. Previous to the CCSS no such document existed in the United States. Thus, the CCSS are relatively new and some in the educational community welcome them with open arms while others hesitate to endorse them. This paper researched these divergent perspectives and found that research on educational change can point out the problems and benefits connected to CCSS. Some of this information targets the standards directly and some indirectly. A review of research literature helped present insights with some possible strategies for those who are eager to implement them and those who hesitate to embrace them as both groups work towards the implementation of CCSS which are now mandated by a majority of the 50 states. These insights suggest that implementation of the CCSS should be gradual and well supported so that all educators are adequately prepared and can help facilitate the changes CCSS will require.
A Study On TheRelationshipBetween Teachers' EducationalBeliefsAndTheirLevel O...inventionjournals
It is important to determine the educational beliefs and attitudes of teachers, being one of the most important determinants of change in educational organizations, towards change. The main purpose of this study is to test the model created for the relationship between the level of openness to occupational change of pre-school, primary and secondary school teachers and their educational beliefs. So as to identify the relationship between educational beliefs and the level of openness to change more clearly, a model according with the structural equation modeling assumptions has been set in the study. The working group of the study is comprised of 268 teachers of different branches working in Kars in the 2012-2013 academic years. "Openness to Personal Change Scale", "Openness to Occupational Change Scale" and "Educational Beliefs Scale" were used as data collection tools. Confirmatory factor analysis (CFA) was used for the validity and reliability of the scales used in the study while structural equation modeling analys is (SEM) was used for the analysis of data. Following the study, it has been determined that teachers being more open to personal and occupational change have educational beliefs of progressivism and re-construction is mwhile teachers being in tendency to preserve and sustain their personal habits have educational beliefs of perennial is mand essentialism.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
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Positive Leadership has been introduced in numerous organizations and it has proved itself a very effective approach, able to generate extremely positive results on people and on the key business aspects, including the financials. The present paper describes a case study carried out in an Indian design academy, where Positive Leadership was introduced into two different modules corresponding to the Foundation and final years of the Design Program. Faculty were randomly selected, and they were then supported so that they could conduct their classes according to the principles of Positive Leadership. After the implementation, the results on students (their satisfaction, learning and academic success) and on faculty were analyzed and, like in so many other spheres, Positive Leadership seems to be able to produce a clear improvement of the teaching-learning process that presents an interesting opportunity for further implementation in Higher Education.
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
Dear Project Manager,
Warm Greetings of the Day!!!
We are a qualified team of consultants and writers who provide support and assistance to students with their Assignments, Essays and Dissertation.
If you are having difficulties writing your work, finding it stressful in completing your work or have no time to complete your work yourself, then look no further.
We have assisted many students with their projects. Our aim is to help and support students when they need it the most. We oversee your work to be completed from start to end.
We specialize in a number of subject areas including, Business, Accounting, Economic, Nursing, Health and Social Care, Criminology, Sociology, English, Law, IT, History, Religious Studies, Social Sciences, Biology, Physic, Chemistry, Psychology and many more.
Our consultants are highly qualified in providing the highest quality of work to students. Each work will be unique and not copied like others. You can count on us as we are committed to assist you in producing work of the highest quality.
Waiting for your quick response and want to start healthy long term relationship with you.
Regards
http://www.cheapassignmenthelp.com/
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http://www.expertsonlive.com
Positive Leadership has been introduced in numerous organizations and it has proved itself a very effective approach, able to generate extremely positive results on people and on the key business aspects, including the financials. The present paper describes a case study carried out in an Indian design academy, where Positive Leadership was introduced into two different modules corresponding to the Foundation and final years of the Design Program. Faculty were randomly selected, and they were then supported so that they could conduct their classes according to the principles of Positive Leadership. After the implementation, the results on students (their satisfaction, learning and academic success) and on faculty were analyzed and, like in so many other spheres, Positive Leadership seems to be able to produce a clear improvement of the teaching-learning process that presents an interesting opportunity for further implementation in Higher Education.
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
Influence of Inspirational Motivation on Teachers’ Job Commitment in Public P...inventionjournals
The purpose of this study was to establish the influence of inspirational motivation on teachers’ job commitment in public primary schools in Matinyani Sub County, Kitui County, Kenya. One research objective guided the study. The study employed descriptive survey design. The sample for the study was 25 head teachers and 169 teachers. Data was collected by use of questionnaires. Pearson product correlation coefficient was used to analyze the data. Findings revealed that there was a significant and positive relationship between inspirational motivation and teachers’ job commitment (r = .774, N = 160). Based on the findings, the study concluded that inspirational motivation increased teachers’ job commitment and thus head teachers should increase inspirational motivation which is a key to increasing teachers’ job commitment. The study suggested that comparable studies in other public primary schools should be carried out in other parts of the county to find out whether the findings can be generalized to the entire county. Secondly, since the study focused on one element of transformative leadership style, a study should be conducted to establish how other elements of transformational leadership styles influence teachers’ job commitment.
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
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NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
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Professor Jakari Griffith's Research Paper on Implications from psychological capital. This research was conducted along side F. Luthans and it explains about the motivations for learning and its relation to human resource capital development in terms of knowledge transfer.
Journal of Leadership Education Volume 11, Issue 1 – Winter 2012
49
Impact of Personal Growth Projects on Leadership
Identity Development
Summer F. Odom
Assistant Professor
Department of Agricultural Leadership, Education, and Communications
Texas A&M University
2116 TAMU
College Station, TX 77843-2116
[email protected]
(979) 862-7650
Barry L. Boyd
Associate Professor
Department of Agricultural Leadership, Education, and Communications
Texas A&M University
2116 TAMU
College Station, TX 77843-2116
[email protected]
(979) 862-3693
Jennifer Williams
Assistant Professor
Department of Agricultural Leadership, Education, and Communications
Texas A&M University
2116 TAMU
College Station, TX 77843-2116
[email protected]
(979) 862-1423
Abstract
Within personal leadership education courses, leadership educators should include
experiences which help students develop themselves as leaders. In this article, the
authors discuss results from a qualitative research study involving the analysis of
Personal Growth Project (PGP) assignments in a personal leadership education
collegiate course. The authors analyzed PGP assignments using the lens of the
Leadership Identity Development model (Komives et al., 2005). All aspects of the
developing self component of the model including deepening self-awareness,
building self-confidence, establishing interpersonal efficacy, applying new skills,
Journal of Leadership Education Volume 11, Issue 1 – Winter 2012
50
and expanding motivations were evident in student reflections about their PGP.
The PGP assignment seems to be very effective in promoting the development of
students’ leadership identity, especially in the “developing self” category of the
Leadership Identity Model (Komives et al., 2005).
Introduction
“Personal growth is such an interesting thing that it almost isn’t fully
learned or understood until after the season of growth.” (Student B19)
Boyd and Williams (2010) identified a classroom assignment in a personal
leadership education collegiate course designed to foster life-long learning in
students. Students in this course are required to complete a personal growth
project where they learn a new skill or gain new knowledge. Students are allowed
to choose their project with the approval of the instructor. The students must
choose to learn something completely new. Examples of projects include learning
a musical instrument, learning to cook, learning a new physical activity such as
yoga, or expanding their spiritual awareness. Students document and reflect on
their personal growth throughout the project and connect course content to their
personal growth process. Course content includes topics such as emotional
intelligence, personality type, strengths, values, life purpose, creativity, and
personal vision. Beyond foste ...
Assignment Content1. Top of FormProfessional dispositions ha.docxbraycarissa250
Assignment Content
1.
Top of Form
Professional dispositions have been defined as the “values, commitments, and professional ethics that influence behavior toward candidates, families, colleagues and communities and affect candidate learning, motivation and development as well as the educator’s own professional growth” (NCATE, 2000).
Dispositions can also be described as attitudes and beliefs about counseling, as well as professional conduct and behavior. Not all dispositions can be directly assessed, but aspects of professional behavior are assessed during classes and field experiences in counseling settings.
Review the Master of Science in Counseling Professional Dispositions.
To prepare for professional dispositions assessments in this program, write a 700 word paper in which you:
· Reflect on your personal strengths in connection to the dispositions. Support your ideas with examples.
· Identify areas for personal growth in connection to the dispositions. Support your ideas with examples.
· Outline an action plan for developing the identified areas for personal growth.
· Describe why it is important to adhere to the dispositions. How do they support professionalism in counseling? How do they make a counselor effective?
Format your assignment according to course-level APA guidelines.
Bottom of Form
The title for this Special Section is Developmental Research and Translational
Science: Evidence-Based Interventions for At-Risk Youth and Families, edited by
Suniya S. Luthar and Nancy Eisenberg
Processes of Early Childhood Interventions to Adult Well-Being
Arthur J. Reynolds, Suh-Ruu Ou, Christina F. Mondi, and Momoko Hayakawa
University of Minnesota
This article describes the contributions of cognitive–scholastic advantage, family support behavior, and school
quality and support as processes through which early childhood interventions promote well-being. Evidence
in support of these processes is from longitudinal cohort studies of the Child–Parent Centers and other pre-
ventive interventions beginning by age 4. Relatively large effects of participation have been documented for
school readiness skills at age 5, parent involvement, K-12 achievement, remedial education, educational attain-
ment, and crime prevention. The three processes account for up to half of the program impacts on well-being.
They also help to explain the positive economic returns of many effective programs. The generalizability of
these processes is supported by a sizable knowledge base, including a scale up of the Child–Parent Centers.
Growing evidence that early childhood experiences
can improve adult well-being and reduce educa-
tional disparities has increased attention to preven-
tion (Braveman & Gottlieb, 2014; Power, Kuh, &
Morton, 2013). Early disparities between high- and
low-income groups are evident in school readiness
skills, which increase substantially over time in
rates of achievement proficiency, delinquency, and
educational attainment (Braveman ...
Expounding Motivational Consequence to Teachers Achievementijtsrd
This research determined the over all performance of the Senior High School teachers in relation to their motivational factors. This study used a descriptive research The respondents were the teachers of the Senior High School Department who rendered minimum of 2 years of service were being surveyed. A modified teacher's evaluation instrument was used. The results were validated using the following statistical tools Percentage, Weighted Mean and the Analysis of Variance. Results of the study show that there is a significant relationship between the motivational factors and the teaching performance of teachers. Human Resource programs of the organization should be enhanced in order to address the needs of the teachers thus increase more motivation and productivity. Jessa M. Salinas | Roberto L. Suson "Expounding Motivational Consequence to Teachers Achievement" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26415.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/26415/expounding-motivational-consequence-to-teachers-achievement/jessa-m-salinas
Impact of Academic and Social Factors on Education Performance of StudentsSubmissionResearchpa
Counseling makes perfect any human being for living life smoothly. According to phycology people required someone near to him/her with whom he/she can share their thoughts, happiness, emotions etc. and this is required in education also, In education we need to give support to our students for knowing their problems and feeling regarding education, life, career, friends, family etc. in this paper researcher tried to find out the importance of the counseling in the mind of students of the effect of the same in students mind because in the recent time importance of the education is more and the use of technology is also more so its big problem for the students for connecting consciously with the learning, and without consciousness people cannot understand many thinks for life long time it’s just for examination. By using the qualitative research study research has tried to find out solution for the same with the sample of 60 students of undergraduate of Parul University. During the research researcher identified major two internal and external factors in which there are six other factors, with the help of the qualitative research technique. by Rahul Chauhan and Bhoomi R. Chauhan 2020. Impact of Academic and Social Factors on Education Performance of Students. International Journal on Integrated Education. 2, 5 (Mar. 2020), 34-43. DOI:https://doi.org/10.31149/ijie.v2i5.140. https://journals.researchparks.org/index.php/IJIE/article/view/140/137 https://journals.researchparks.org/index.php/IJIE/article/view/140
School health assessment tools a systematic review of measurement in primary ...Maryam Kazemitabar
This systematic review aimed to investigate the psychometric properties of the school health's assessment tools in primary schools through COSMIN Risk of Bias checklist. We examined the studies that have addressed the measurement properties of school-health instruments to give a clear overview of the quality of all available tools measuring school health in primary schools.
Similar to Introducing Positive Leadership in the teaching & learning process of Higher Education (20)
As the only superpower in the world, the fundamental interest of the United States in the Syrian conflict
is to maintain its superpower status. Guided by this principle, the United States has important interests in Syria:
Toppling or at least the long-term weakening of the Syrian Assad regime; Containing Russian and Iranian
influence in Syria; Fighting terrorism such as ISIS to prevent Syria from becoming a terrorist base; Opposing the
Syrian government’s use of chemical weapons; Supporting Syrian Kurdish forces on the basis of not breaking with
Turkey, etc. Interest is the unity of needs and means to realize them. With the development of the situation in Syria,
the ability of the United States to fulfill its needs is also changing, which leads to the differences of its main
interests in different historical periods of the Syrian conflict, not only in the content of interests, but also in the
priority of interests. In the Syrian conflict, the constant changes in the important interests of the United States
show that the United States is increasingly unable to safeguard its superpower status
The paper focus on entrepreneur skill through business education program to curb restiveness for
sustainable development. Need for entrepreneur skills acquisition were identified, business education program
and functions of entrepreneur were identified and sorted out as the types of entrepreneur in our present society.
Conclusion was drawn which include effort towards creating good initiatives in order to develop our dear
societies as it become the focus in 21st century. Therefore parents and business society should emulate a kind of
economy strategies like China, Germany, and America etc. in order to provide means of surviving strategies
among individuals in the entire nation.
Non-linguistic symbol is a carrier of language,which carries ideas, positions, attitudes and emotions
that people communicate. Based on the case of business communication and the theoretical framework of
semiotics, this paperprobes intothe influence of nonverbal signs on international business banquets from a
cultural perspective, and then puts forward relevant strategies to promote the smooth communication. The study
finds that nonverbal signs play a significant role in the communication and exchange of international banquets.
Nonverbal signs can be made use of to accurately understand the meaning of the other party, and further foster
the realization of effective communication. The purpose of this study is to aimed to provide correspondent
strategies for language barriers encountered in business banquets and business activities, in an attempt to
provide certain implications for such fields as business discourse research, business communication and
cultural exchanges.
Nawāl al-Sa'dāwī has criticised sharply the discourse of masculine God in her works, either
fiction or non-fiction. The phenomena is interesting to be analyzed since there are no many feminists who have
courageoulsy discuss the problem. By paying attention on her works, this paper is aimed to answer the
question: What are the forms of Nawāl al-Sa'dāwī's criticism on the masculinity in the discourse on God? What
is the positionisation of the criticism in the meaning of discourse on divinity and why did Nawāl Al-Sa'dāwī
criticise? The paper gives meaning to the reading on the deconstruction that emphasizes the plurality and
meaning of the relation between the signifie and signifiant in language. Nawāl al-Sa'dāwī offers a new meaning
which is different, humanistic, and visionary, since the masculinity of discourse on God had been structured by
the ruler as a philosophical basis for the theological justification to structurise the patriarchal point of view to
preserve women's subordination. She has made her deconstruction as a strategy for liberation of women and
establishment of their autonomy as their fundamental condition, a gift from God. This autonomy of women had
been actualised in the early history of mankind through the reconstructive reading on history of ancient Egypt
which has been done by her.
The contending forces generated by friction between the collaborative platform firms in the paid transportation of people’s market, and the regulation present in anti-trust policies in Costa Rica will be discussed in depth as a means of determining the economic impacts that new regulatory bills may cause.The recent entryof developing countries into the collaborative economy has caused social and economic tensions due to the lack of an updated and rejuvenated legal framework which could reconcile the economic and legal differences.The expected results of a new anti-trust policy to regulate collaborative transportation platform firms in Costa Rica are a higher regulated price, a lower quantity supplied of hailing rides, and a loss of efficiency in the sector consequence of the new technical requirements. The case of Uber Company’s entry in Costa Rica is used to depict these economic effects.
The Srebrenica event during the war in Bosnia and Herzegovina has become one of the most
famous. It has also brought the first verdict of the criminal offense of genocide before the international
body after the Second World War. The purpose of this paper is not to attempt relativization of facts or to
answer the question of whether it was truly genocide in a subjective sense, but rather to comment on
judicial practice in those essential segments related to dubious questions and theses. The purpose is, of
course, to understand the issues in order to understand and classify other terrible events in the recent
war or current or future conflicts and trials more easily and correctly.
This paper examine the impact of macroeconomic factors on firm level equity premium. Following
the concept of macro-based risk factor model, we consider macroeconomic variable set of equity premium
determinant. The macroeconomic variables include interest rate, money supply, industrial production, inflation
and foreign direct investment. The macroeconomic variables are not in control of the firm's management. These
are the external factors which affect the company as well as the overall market returns. The Macro-based
Multifactor Model is estimated for the whole sample. It is found that the market premium and the selected five
macroeconomic factors significantly affect the firm level equity premium of non-financial firms. Increase in
market premium, money supply, foreign direct investment and industrial production positively affect the firm
level equity premium while increase in interest rate and inflation negatively affects the firm level equity
premium. These findings are beneficial for the common shareholders, institutional investors and policy makers
to find more specific insight about the relationship between macroeconomic variables and equity premium of
non-financial sectors.
The paper focus on entrepreneur skill through business education program to curb restiveness for
sustainable development. Need for entrepreneur skills acquisition were identified, business education program
and functions of entrepreneur were identified and sorted out as the types of entrepreneur in our present society.
Conclusion was drawn which include effort towards creating good initiatives in order to develop our dear
societies as it become the focus in 21st century. Therefore parents and business society should emulate a kind of
economy strategies like China, Germany, and America etc. in order to provide means of surviving strategies
among individuals in the entire nation.
In this Article the historical survey of puppet art in Pakistan are explained. The survey starts from
1947 to till now. The roots of this art are traced back to the Indus valley civilization, to the Sub Continent, and
eventually to the areas which are now known as Pakistan. Same like India there is no clear history of Puppet
art in Pakistan. This research concludes the details of the history after independence. Underlying research has
strived to explore the significance and the importance of the puppetry as art form and some extent for the sake
of education in Pakistan. This art is subject to decline because of lack of interest of the people in it. This
research explains to know the brief history about puppets stories its reasons and the struggle of the artist to
make this term so prominent. The research also counts the positive aspects of the puppetry that despite all the
odds is still alive and working in our society. Besides this many organizations are also contributing to this field
of art. It proves that the puppetry is in the cultural roots of the people of this region. If a nation is alive then its
art and culture is also alive. Underlying research contributes towards creating awareness for this art and
entertainment form.
Based on John Bailey’s theory of Cultural Adaptation, this research mainly focuses on the differences
between Chinese and the United States’ diet culture, analyzes the background and causes of differences between
Chinese and Western diet cultures, and further expounds the long-standing exchanges and collisions between
Chinese and Western diet culture differences so as to reveal the development status and existing problems of
international business activities under the diet culture differences. The study is aimed to provide certain references
for the elimination of cultural barrier in international business communication and thus promote the smooth
development of international market.
In Indonesia, forest fires become a problem every year during the annual dry season, when fires
are lit to clear and/or prepare land for agriculture. The smoke from the fires creates a haze that affects not only
the area where land is being cleared but also neighboring countries since it travels with the wind. This study
explores media framing related to haze that blanketed parts of Indonesia, Malaysia, and Singapore, through a
qualitative content analysis of the news stories published in 2017 in three leading English newspapers from the
three countries: The Jakarta Post (Indonesia), The Straits Times (Singapore) and The Star (Malaysia). A
theoretical framework from Semetko & Valkernburg (2000) who suggest five media framing (conflict,
responsibility, economic consequences, human interest, and morality) is used in the analysis. The research
questions: What were the main frames used in the three newspapers from the three countries? The results
indicate that responsibility was the most visible frame in the three newspapers. Alleged land clearance by
plantation companies and individuals was the main theme associated with the responsibility frame
and more, the discourse of as a vehicle through which messages are communicated in film
is taking centre stage. Its use necessitates an understanding not only of the vocabulary, but also of the content.
Cameroon filmmakers exploit language to expound and portray how the society is still constantly faced with the
problem of power manifestation and most especially, the marginalisation of women. Limits are set as to where
and what a woman can say in the presence of men. Considered a cultural marginalization, a woman’s words
are not to be heard in public spaces where men are. As such, language in traditional settings, sets limitations
for the woman in almost all aspects of life. Through a semiotic reading of Victor Viyouh’s Ninah’s Dowry and
circumscribed by feminist criticism, this paper attempts to portray the role of the sign in promoting male
domination in Cameroon. The woman is constructed by words and images as the weaker sex and subjected to
the men
The purpose of this study was to describe the use of newspapers as a source for English
Language Acquisition. Its aim was to investigate the extent of which newspapers can affect and enhance the
learning of English language. The Technical English curricular aims to extent learners’ English language
proficiency in order to meet their needs, in everyday life including for knowledge acquisition purposes, and for
workplace use. Effectiveness learning entails learning beyond the classroom. In this regard, newspaper may be
a good resource that can be used to promote and enhance English language learning. This study explored
whether newspaper as an alternative to the textbook able to arouse learners’ interests in learning English.
Newspaper as a tool for language learning.
This study was conducted in Institute Latihan Perindustrian Kuala Lumpur (ILPKL) to obtain students’
views on using the newspapers and to access the effects of its use on their learning. The quantitative modes used
for the data collections. The findings of the study indicated that the use of newspapers did indeed have positive
effect on learners. For the benefit of learners, it is therefore hoped that there, would be greater usage of
newspaper as source for English language acquisition in the classroom.
The goal of this work is to address, from the conceptual framework of theories on “deliberative
democracy”, the role played by the Judicial Power, being an integral part of the State, as the institutionalized
field of deliberation for making collective decisions.
In order to do this I will start by analyzing, from a legal-institutional perspective, the way in which the
National Constitution of Argentina distributes the functions of the State and how it divides the competences to
decide on the Public Thing. Furthermore, I will analyze which are the degrees of deliberation and of citizen
participation (direct or indirect) in each portion of the constituted power. Then, I will develop my intuition about
the way Justice operates as an institutional form of citizen participation within a Social State of Law, comparing
such proposal with the opinion of authors that highlight the countermajoritarian nature of the Judicial Power. I
will present some representative cases of the intervention of the Judicial Power in the making of
institutionalized public decisions, generated by the action of minorities with little or no political representation
and in which, after a deliberative practice, government measures that gave a positive response to the proposals
of the actors were ordered.
As an anticipation of my opinion, I will say that in our current Argentinian constitutional system there
is a paradox in which the Judicial Power (being, due to its origin, the least democratic of the powers) allows for
the development of procedural discursive practices, enabling the Public Decision Making to be the product of
the deliberation between parties (citizens and governments) on a level of equality and freedom of speech in
which arguments are exchanged in a rational way and in a previously regulated framework within a formalized
procedure.
This qualitative case study focused on developing a better understanding of a major utility
company’s knowledge management/customer service information and communications as well as practices
that were implemented during a catastrophic hurricane. The data collection and analysis procedure
revealed a gap when a comparison of the actual knowledge management practices that were used and not
used in the utility company’s customer response during the hurricane. Organizational practices of highperforming knowledge-management companies were used to analyze and compare their practices to utility
company. Findings from the analysis resulted in the establishment of a Balanced Scorecard framework for
recommended best practices and action steps with the potential to set new strategies and trajectories for
allorganizations.
The current work presents a literature review about life skills, which have been studied for a
long time; however, it was until 1993 when the World Health Organization (WHO) placed them among the 10
basic abilities which allow the individual to develop correctly in various contexts. From that year, a series of
actions were taken to standardize a common language around them and have derived in several promotion and
research around this topic. In many countries of Latin America and Spain, the teaching of life skills have been
incorporated into the basic education and shown good results since its implementation. Regarding higher
education, this proposal can prove promising in view of acknowledging that universities at present do not only
form specialists in a given discipline, but also promote integral development. It isconcluded that teaching life
skills in higher education can aid in the students’ integral development.
The services of local government legislators and customary court judges are often associated with
self-abnegation. However, most of these officials use their positions as money making ventures and material and
financial considerations have been the principal catalyst in the quest for such offices. It is because of these
recurrent occurrences in developing countries in general and Cameroon in particular that the study revisits the
situation in West Cameroon. It contends that most of these officials used their offices in amassing wealth as the
quest for increases in allowances and privileges became the common characteristic. Where these perceived
gains were not forthcoming, legislators and judges resorted to corrupt practices and their decisions/judgements
were often based on material and financial considerations. When some of them found it difficult to raise money
from services offered to their constituents, they simply abandoned their duties for personal businesses or juicy
opportunities elsewhere. The study concludes that legislation which warrants only selfless and dedicated
individuals to seek for these positions is needed. Again, it holds that local communities should be empowered to
sanction recalcitrant officials with little or no interference from central authorities. In this way, the engaging of
unpatriotic citizens in the management local government affairs will be checked.
The need to deepen the study of nationality formation and consolidation processes in Cuba, has
found in the Masonic fraternity an unobjectionable source of information, closely linked to the deepest roots of
nationalist thought and feeling. Masonic researches have become vital in unraveling the historical fabric that
gave way to the beginning of struggles for the Island independence.
The present research, as part of a doctoral thesis project -in the initial phase-, aims to elucidate the importance
this subject refers to researchers from Cuba and the world. It also pretends to focus on Freemasonry in
Guantánamo province, as an effort to explain the main factors that contribute to the social reproduction of
Masonic fraternity from a sociological perspective which is an insufficiently studied subject into the Cuban
context. The relationships that underlie the fraternal group's behavior and cohesion will be revealed by using
the prosopographic method, the theory of social networks and the analysis of socialization forms.
The article traces the genealogy of the concept of Nature and landscape from the romanticism to
the second industrial revolution. This archeology of ideas aims to dissect Nature as a subject of discourse in
order to propose it as an “empty container” filled with fantasy and which has been instrumentalized by
(sometimes) conservative power axes. The ongoing ecological crisis demands a set of new theoretical
approaches towards what is that thing “out there” that we call Nature since the romantic paradigm only gives
away a passive and contemplative image that serves to economic exploitation and aesthetical consumerism.
Through the lens of eco-criticism, the aim is to dismantle and deconstruct the fantasy of Nature by proposing
different entry points from interdisciplinarity and critical studies.
Using a theoretical concept by combining linguistic relativity and linguistic determinism – the
structure of our language; a set of specific selected words influence man’s perception of the world and language
use determines thought and action, data was collected and analysed qualitatively. The aim of the paper is to
illustrate the pertinence of culture in language use and actions with emphasis to explore the contextual symbolic
meanings of specific words in Africa nation states’ quest for peace. Specifically, in this paper we examine
carefully selected and uttered lexis and their significant meanings in Cameroon, South Africa and Uganda. The
results of the study confirmed that words have unique significance in relation to the culture, history and identity
of a particular African people. Words used in the Cameroon context, ‘all is well’, are mostly words of hope and
assurance in a war-free nation. The interpretation of some words, ‘Rhodes must fall’, generate disputes and
lead to violent actions in the search for peaceful and prosperous co-existence in an apartheid ridden country
like South Africa. Certain words of greetings, ‘you still exist’, though a total recall of pain and torture in a
period of turbulence and massacre in Uganda, portray gratitude and delightedness among citizens.
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Introducing Positive Leadership in the teaching & learning process of Higher Education
1. International Journal of Arts and Social Science www.ijassjournal.com
Volume 1 Issue 2, July-August 2018
Benito, A. Page 33
Introducing Positive Leadership in the teaching & learning
process of Higher Education
Benito, A1
; Canteri, K2
; Grimley, M3
; Khanka, S4
; Lajud Desentis, C5
; Moreno
Melgarejo, A6
; Morley, S7
; Paul, N8
; Vasu, T9
.
1
(Laureate, US)
2
(Torrens University Australia, Australia)
3
(Torrens University Australia, Australia)
4
(UPES, India)
5
(Universidad Europea de Madrid, Spain)
6
(Universidad Europea de Madrid, Spain)
7
(Torrens University Australia, Australia)
8
(Pearl Academy, India)
9
(Pearl Academy, India)
ABSTRACT : Enhancing the effectiveness of the learning process in Higher Education requires enough doses of
creativity, which can be inspired by successful initiatives that have worked in other fields. This is the case with
Positive Leadership (PL), whose principles and implementation strategies have been well researched, and
whose efficacy has been demonstrated across a diverse range of contexts and organizations. Thus, Positive
leadership is positioned very favorably to be also tested in an educational environment. This article describes
how a team of faculty members from several universities are working together to be able to transfer the Positive
leadership principles (positive meaning, positive communication, positive relationships and positive climate) to
the teaching-learning process, under the hypothesis that it will improve academic performance, student
satisfaction with faculty and the engagement of faculty members.
KEYWORDS: Higher Education; Positive leadership; Learning effectiveness; Human interactions;
Engagement.
I. Positive Leadership
Successful leadership is undeniably one of the most researched topics in management. The trait theory
of leadership professes that leaders are as effective as the traits they display. The earliest of these trait theories
states that a leader stands above others and that they have special abilities/gifts, physical and mental, that make
them a class apart – the leader. Other leadership theories attempt to understand leadership in terms of the
behavior that leaders show. The focus on people or tasks merged as two important variables to understand when
considering leadership (Hemphill & Coons, 1957 [1]; Stogdill, 1974 [2]). Later, Goldberg (1990) [3] argued that
the traits that predict the behavior of a leader are the Big Five traits of extraversion, agreeableness,
conscientiousness, emotional stability and openness to experience. Trait and behavior theory describes what
leaders do (behavior), and what traits leaders have as opposed to other non-leaders.
2. International Journal of Arts and Social Science www.ijassjournal.com
Volume 1 Issue 2, July-August 2018
Benito, A. Page 34
Towards the end of 1990, Martin Seligman and his team introduced the concept of „Positive Psychology‟ and
subsequently developed an approach, which focuses on developing people‟s strengths, instead of focusing on
their weaknesses. The focus of this work was on defining, measuring and improving „psychological capital.‟
Psychological capital is defined as “an individual‟s positive psychological state of development characterized
by: (1) having confidence (efficacy) to take on and put in the necessary effort to succeed at challenging tasks;
(2) making a positive attribution (optimism) about succeeding now and in the future; (3) persevering toward
goals and, when necessary, redirecting paths to goals (hope) in order to succeed; and (4) when beset by
problems and adversity, sustaining and bouncing back, and even beyond (resilience) to attain success” (Luthans
et al, 2013) [4].
Beyond the thousands of studies and publications regarding leadership, a more recent theory called Positive
Leadership (Cameron, 2012) [5], has produced extraordinary success in numerous practical contexts, across a
variety of organizations, demonstrating extremely positive results. Positive Leadership focuses on strengths and
the enhancement of virtuous behaviors. Its principles can easily become practical applications based on the
implementation guides that its author proposes.
Positive Leadership is an example of evidence-based management principles, that demonstrate positive deviant
performance (Cameron, 2012) [5]. The application of Positive Leadership establishes conditions that enable
everyone to perform at his or her best all of the time, thus resulting in extraordinary outcomes. Cameron‟s
model has four leadership strategies that include: fostering a positive climate, developing positive relationships,
engaging in positive communication, and reinforcing positive meanings. To enable positive change a leader
applies these four strategies to his/her professional or personal environment.
II. Positive Education
Positive Leadership principles were developed from a business/organizational perspective to improve
organizational outcomes. Positive Education on the other hand was developed from a Positive Psychology
perspective with the aim of improving educational outcomes, the two perspectives align very well and taken
together represent a strong evidence base for improvements to the teaching and learning process in Higher
Education. Positive Education (PE) has a fairly recent history that appears to stem from applying the principles
of positive psychology in an educational environment (Green, Oades& Robinson, 2011 [6]; Cintra & War, 2017
[7]). One of the founders of positive psychology, Professor Martin Seligman, a Professor of Psychology at the
University of Pennsylvania, has been a driving force in the embedding and application of such principles into a
school environment and the beginning of the positive education professional community (Norrish, Williams,
O‟Connor & Robinson, 2013 [8]).
Positive psychology is defined as „the study of the conditions and processes that contribute to the flourishing or
optimal functioning of people, groups, and institutions‟ (Gable & Haidt, 2005) [9]. It focuses on people‟s
strengths, positive communication and achieving happiness and optimal wellbeing (Seligman, Ernst, Gillham,
Reivich, &Linkins, 2009) [10]. It is a rapidly expanding area of research (Rusk & Waters, 2013) [11] but
quantitative studies on the impact and application in actual work environments are less available, providing
future research opportunity.
Positive Education can be defined as “a blend of evidence-based learning from the science of positive
psychology and best practices in learning and teaching” (White, 2016) [12]. Oades, Robinson, Green & Spence
(2011) [13] define it as “the development of educational environments that enable the learner to engage in
established curricula in addition to knowledge and skills to develop their own and others wellbeing”.
What is clear and agreed upon is that Positive Education encompasses the flourishing of students and staff, the
promotion of wellbeing alongside academic performance and the longer term positive impact on societies and
communities (Cintra & War, 2017) [7].
A report on the State of Positive Education was published in April, 2017 as a result of the World Education
Summit in 2016 in which Seligman and a team of authors summarize the history and research pertaining to
3. International Journal of Arts and Social Science www.ijassjournal.com
Volume 1 Issue 2, July-August 2018
Benito, A. Page 35
Positive Education (Bott, Escamilia, Kaufman, Kern, Krekel, Schlicht-Schmälzle, Seldon, Seligman, & White,
2016)14
, which included three case studies involving: Caulfield Grammar School, St Peter‟s College (both in
Australia and at secondary school level) and Tecmilenio University in Mexico.
With the assistance of Dr Seligman and his team, Caulfield Grammar School (CGS) was the first to launch a
positive education curriculum and apply the principles with a whole school, „learn it, live it, teach it, embed it’
approach (Seligman et al, 2009) [10]. Norrish, Williams, O‟Connor and Robinson (2013) [8] discuss the model
and its implementation alongside the perceived benefits to student mental health and academic skill
development. Character strengths are fundamental to the CGS model which is implemented through six
wellbeing characteristics: 1) positive health, 2) positive purpose, 3) positive relationships, 4) positive emotion,
5) positive engagement, and 6) positive accomplishment. These wellbeing characteristics are based on
Seligman‟s PERMA model of psychological wellbeing - positive emotions, engagement, relationships, meaning
and accomplishment (Kern, Waters, Adler & White, 2015) [14], and are well aligned to the Positive Leadership
principles, supporting the alliance between positive psychology, positive leadership and positive education
(Norrish et al, 2013 [8]; Cameron, 2012 [5]; Bott et al, 2016 [15]). The school has since started the Institute in
Positive Education which has trained more than 10,000 educators from more than 600 schools to implement a
Positive Education model.
St Peter‟s College in Adelaide has also embraced Positive Education, with all students attending weekly classes
since 2011 (White, 2016) [12]. Staff are trained in an evidence-based approach to teaching incorporating
Positive Education and best practice whilst students focus on wellbeing characteristics and strength based
approaches. An empirical study to assess the impact of the PERMA framework using a wellbeing questionnaire
was completed with 516 male students at St Peter‟s College and concluded that it was a valid instrument to
utilize in positive education (Kern et al, 2015) [14].
Whilst secondary schools are dominating when it comes to Positive Education, Tecmilenio University in
Mexico is leading the way in the higher education sector. Launching its new model in 2013, it aims to combine
student academic success and employability with that of the student‟s wellbeing, happiness and value to the
community (Bott et al, 2016) [14]. Also, based on Seligman‟s PERMA model, its vision is: “to form people
with life purpose and the competences to achieve it”.
Oades, Robinson, Green and Spence (2011) [13] explore the idea of a „positive university‟ and apply the
PERMA wellbeing characteristics across five contexts at a university level including the classroom, faculty,
social and local community, confirming the relevance and benefits of such principles at a tertiary level and
recommending expanding the research to Universities.
Positive Education and the application of positive psychology in an educational ecosystem, appears to have
much to offer with the key outcomes of wellbeing, happiness and academic engagement but with the need for
good empirical research in an applied setting. Aligning it with the more established and evidence based Positive
Leadership approach which not only teaches but integrates and enhances character strengths and positive
behaviors should provide an excellent opportunity for research leading to innovative and enhanced teaching and
learning practice.
III. Description of this proposal
After having made the strategic decision of incorporating the principles of Positive Leadership into the
managerial style of our network of universities, a group of academics became enthusiastic about the idea of also
introducing Positive Leadership in the teaching and learning process, with the intention of promoting as
extraordinary results in our universities as those of so many other organizations that adopted it before.
Whether classes are face to face or flexible online learning (FOL), it seems to make sense that a positive
meaning in our courses, creating a positive climate in our classrooms, introducing a positive communication
style and creating positive relationships between faculty and students, could improve the learning process and
4. International Journal of Arts and Social Science www.ijassjournal.com
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Benito, A. Page 36
generate better learning outcomes. This is exactly what a few faculty members believed, and what will shortly
be piloted in their four respective universities.
By introducing Positive Leadership in the teaching and learning process, we expect to…
• Humanize the teaching & learning process
• Increase faculty and student engagement
• Increase student satisfaction
• Reduce attrition
• Improve learning effectiveness and overall academic outcomes
As a first step, the faculty members involved in this project have created a „translation‟ of the PL principles to
the teaching and learning process, developing a document with Faculty Guidelines which has been endorsed by
Kim Cameron (the father of Positive leadership).
The working team started asking themselves numerous questions to frame the recommendations to faculty
regarding each of the pillars of Positive Leadership. Outlined below includes an overview of them:
Enhancing positive meaning:
People define work in terms of job, career or calling, in the same manner that students define their university
experience as a degree, a professional career or a passion. Can we encourage more students to have dreams and
passions that guide their learning? Can we expose students to their future professional lives and make them see
the positive impact of their future work on society and the world?
Enhancing a positive climate:
Can we make positive emotions predominate over negative emotions in our classes? Productivity, innovation
and quality improve in organizations where compassion, forgiveness and gratitude are fostered. Would a similar
effect occur regarding students´ outcomes if we fostered those same behaviors in Higher Education? Can we
create an improved learning community? A more humanized interaction among faculty and students that
enhances learning? Also, since positive practices demonstrate a high correlation to positive health, is there an
opportunity to reduce stress often associated with student years and improve performance?
Enhancing positive communication:
Research shows that people who experience a greater number of positive emotions than negative ones work
harder, perform better in their jobs, show more mental acuity, make higher quality decisions and are more
creative. With this in mind, can we replace negative and critical language with affirmative and positive language
in our classes? Can we make the strengths of our students play an even more relevant role in succeeding in our
subject? Can the nature of the feedback we provide to them become more positive and encouraging?
Enhancing positive relationships:
Can we make the classroom become an environment of positive relationships, where interactions will be a be a
generative source of enrichment, vitality and learning? Let us not only think of remediation, but also of
strengthening existing knowledge and strong performance, could we do that? What about engaging our students
even more actively in their learning experience? Can we intensify the role of the positive energizers, fostering
peer interactions, mutual support and learning effectiveness beyond our own possibilities?
In the very short future, a random sample of faculty, belonging to the four different institutions, will be trained
on how to enhance positive leadership with their groups of students (see figure 1), then the initiative will be
piloted (see figure 2) and the impact will be measured. Before the end of 2018, results will be analyzed, and
published, and recommendations will be made to the Higher Education community regarding its use.
5. International Journal of Arts and Social Science www.ijassjournal.com
Volume 1 Issue 2, July-August 2018
Benito, A. Page 37
Figure 1: Faculty development program
[Source: own elaboration]
Figure 2: Design of the pilot study
[Source: own elaboration]
IV. Faculty Guidelines
As previously mentioned, the four positive leadership strategies defined by Cameron (2012)[5] include
cultivating positive climate, positive relationships, positive communication and positive meaning. The following
table includes the proposed guidelines for faculty members to implement effectively these strategies within the
teaching and learning process.
6. International Journal of Arts and Social Science www.ijassjournal.com
Volume 1 Issue 2, July-August 2018
Benito, A. Page 38
1. Positive meaning 2. Positive climate
1. Bring the ethical, professional and academic context
to your subject
2. Tie the subject learning outcomes with the program
learning outcomes, and the latter with the
Institution's philosophy, values and attributes
3. Integrate academic skills with subject content which
provides context and purpose
4. Connect student goals with career paths - provide
context: 'why did I choose this course and how is it
going to help me become the professional I want to
be'
5. Introduce discussions about the contributions of
exemplary figures related to your subject
6. Take the students on a field trip to a relevant
institution or company reinforcing the relationship
between academic contents and the professional
world.
7. Link your subject to the work of some social
organization that acts in a related field
8. Provide opportunity for 'Here for Good' activities
within the course e.g. volunteer in discipline/field to
connect the course outcomes with community
benefit e.g. our Wellbeing Clinic for student
practitioners provides a positive impact on the local
community
9. Give awards for outstanding contributions to
community impact activities and acknowledge
students and staff who positively contribute to
campus life i.e. positive energizers
1. Create a student centered environment
2. Start your subject with personal introductions and
do your best to learn the students´ names.
3. Be sensitive to difficult personal situations and,
when possible, do your best to help or to make it
possible for other students to help
4. Remind students of the principles of team work,
and demonstrate that shows how collaboration can
take you further than competition
5. Create a culture of abundance: more and better,
should lead to more and better.
6. Set the rules for the use of technology in the
classroom. The use of cellphones and computers
during class are exclusively meant to enrichen
everybody´s learning experience
7. Ensure human interaction (faculty-student,
student-faculty and student-student) in every class
8. Provide praise and encouragement when progress
is made
9. Allow for an Advanced Team of students to be
formed: more work, more learning, more
challenging outcomes like a publication. Also,
extra support from you!
3. Positive communication 4. Positive relationships
1. Create a participative environment, call students by
their names, ask questions, and make engaging
comments
2. Make every student feel valuable and provide them
with some degree of personalized attention
3. In every class, keep the 5:1 ratio for positive
comments. Provide negative feedback in a positive,
supportive, developmental manner
4. Try asking more questions to replace instructions
and direct conclusions
5. Double check your written language for constructive
expressions and positive remarks
6. Focus on behaviors and performance, not the person,
his/her skills or limitations
7. Practice and teach students to use, supportive
communication: descriptive vs evaluative; problem-
centered vs person-centered; validating; response
types
8. Involve students in peer to peer assessment and help
them provide constructive feedback to each other
9. Generate opportunities for mutual recognition
among students
1. Create a 'Teacher presence' through building trust,
rapport and engaging in discussions
2. Create a 'social presence' through pastoral care,
posting announcements & videos, reaching out to
students at risk and engage in discussion forums
3. Set positive learning targets for each class
4. Diagnose the positive energy network in the class
and help students create their own positively
energizing networks
5. Identify positively energizing students by
observing them and/or by asking students to
identify the top energizers
6. Create the conditions for the positively energizers
to energize and develop other students around
them, e.g. making them team leaders, etc.
7. Be supportive and make students understand that
asking for help does not make us weaker, but
stronger
8. Also, when it comes to learning… everyone has
needs, and everyone can help. Identify a strength
in everyone and offer it to others who might
benefit from it
9. Make the Advanced Team of students tutor others
as part of their own development
Table 1.
Faculty guidelines to implement positive leadership strategies
Source: own elaboration
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V. Faculty Profile
Faculty members are leaders in the classroom, and potential enablers of positive deviant behavior
within the teaching and learning process. Therefore, in order to successfully achieve that goal, it is crucial to
adopt some of the characteristics of positive leaders to. According to Cameron (2012) [5], the following
propositions summarize the empirical findings associated with each strategy and become guidelines for leaders
who aspire to enable positive deviance in their organizations.
Drivers to enable positive
deviance Enablers
Fostering a positive work climate (1) compassion,
(2) forgiveness, and
(3) expressions of gratitude
Fostering positive
relationshipsamongmembers
(1) developing and managing positive energy networks, and
(2) capitalizing on employees‟ strengths and best- self attributes.
Fostering positive communication (1) best- self feedback, and
(2) supportive communication
Associating the work being done
with positive meaning
(1) Identifying the positive impact that the work produces on the well-
being of people fosters meaningfulness.
(2) Associating the work with a virtue or an important personal value
engenders positive meaning.
(3) Identifying the long- term effects of the work beyond immediate
outcomes and,
(4) Building supportive relationships and a sense of community among
co-workers
Table 2. Drivers to enable positive deviance
Source: adapted from Cameron (2012: 124-130)5
Additionally, we know that numerous examples can be found in the literature about the profile of effective
instructors. Ralph (2003) [16]identified five attributes of effective instructors: commitment to learners;
knowledge of material; organization and management of the environment; desire to improve; and collaboration
with others. Delaney et al. (2010) [17]also analyzed student‟s perceptions of effective teaching in higher
education, identifying and listing the main characteristics for effective instructors according to the students as
follows:
Position Characteristic Other adjectives that students used to describe this set of behaviors
1 Respectful fair, understanding, flexible, caring, patient, helpful, compassionate, open-
minded, sincere, diplomatic, concerned, reasonable, consistent, kind,
empathetic, humble, trustworthy, and realistic
2 Knowledgeable flexible, competent, eclectic, credible, current, practical, reflective, and
qualified.
3 Approachable friendly, personable, helpful, accessible, happy and positive
4 Engaging enthusiastic, interesting, passionate, motivating, creative, positive, charismatic,
stimulating, interactive, energetic, and assertive.
5 Communicative clear, understandable, thorough, constructive, and attentive.
6 Organized efficient, focused, and prepared.
7 Responsive helpful, efficient, perceptive and accommodating
8 Professional dedicated, punctual, dependable, efficacious, hygienic, and confident.
9 Humorous happy and positive
Table 3. Student´s perceptions of effective teaching in higher education
Source: adapted from Delaney et al. (2010) [17]
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After compiling and analyzing the various profiles and positive behaviors, the authors of the present paper
believe that, when it comes to incorporating positive leadership in the teaching and learning process, some
characteristics of the instructor are better aligned with positive outcomes. Those key attributes are listed below:
• Dedicated and focused on others: Respectful; Good listener; Expresses interest in student ideas;
Available; Offers support inside and outside the classroom.
• Enthusiastic and energizing: Shows passion and enthusiasm for teaching; Provides energy;
Encourages active student participation in class; Guides and supports student engagement; Motivates,
drives and an inspires students
• Positive and exemplary: Likes people, believes in them and is happy to help them grow; Has a
positive attitude to life; Sees opportunities where other might only see problems, challenges or risks;
Communicates and behaves in an assertive manner, avoiding aggressiveness and submission; Leads by
example
VI. Recommendations for implementing positive leadership in the teaching and learning
process
Higher education institutions should strive to employ and develop teaching staff that demonstrate the
characteristics of transformational instructor-leaders. According to Balwant (2016) [18], the benefits of doing so
are twofold. First, such leadership is associated with increased students‟ motivation and learning, Second,
transformational instructor-leadership is associated with perceptions of instructor credibility and student
satisfaction. To maximize positive leadership implementation in the teaching and learning process we outline
some recommendations to be taken into consideration.
Recruitment criteria. In order to be able to reinforce positive leadership in the teaching and learning
process, department heads and HR teams should take into consideration the faculty profile previously
defined when recruiting new faculty members.
Professional development opportunities. To help the existing faculty evolve toward transformational
instructor-leaders profile, there is a need to focus on training. The training of instructor-leadership can be
described in four phases, including assessment, design, implementation, and evaluation (DeSimone &
Werner, 2006) [19]
Planning class delivery. Prior to starting the subject, instructors should thoroughly plan the incorporation
of the various tools, techniques and resources. The creation of a specific timetable for concrete actions to be
implemented, as part of a comprehensive pedagogical framework can be very useful.
Implementing and using the tools. The table at the bottom of this section contains specific practices for
the implementation of Positive Leadership in the teaching and learning process.
Continuous improvement. After finishing the subject, the instructor should analyze the outcomes and find
further means of improving the learning of the students. When planning improvement, the direct voice of
the students will be essential, as well as sharing with other faculty members and academic leaders.
1. Positive meaning 2. Positive climate
1. Help students identify and clarify their own core
values
2. Link your class to the students´ Everest goals
3. Have students interview or research about their
own examples of inspirational leaders
4. Provide opportunities for students to contribute in
meaningful ways as part of class assignments
5. Debate on human values and its role in the
students´ future professions
1. With international students, learn their
nationality, try to say something in their
language or about their country at some point
during the term and be concerned for their
welfare.
2. Share testimonies of how you overcame
struggles as a learner
3. Introduce reciprocity rings as an additional tool
to connect students with each other and build
faculty/student relationships
4. Have students keep gratitude journals
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3. Positive communication 4. Positive relationships
1. Best -self portraits: create or refer to them if
students created them before
2. Write emails complimenting effort, participation,
performance or proven learning. Make sure every
student receives 2, think when they may need them
the most
3. Bring treats to the class or minor prizes to show
appreciation and recognition
4. At the end of every class, ask students what they
have learnt and what was the best part of the class.
Select the student of the day, or give some sort of
personal recognition to some of them
1. Organize some outdoor activity at the
beginning of the subject, to allow more
informal interactions between students and
closer relations
2. Give team exams: students work together to
answer the questions
3. Have in-class competitions among teams;
rotate team membership several times
4. Facilitate the creation of teams with members
of complementary skills and profiles, and guide
them on how to make the most of diversity to
maximize team performance
5. Allow students to present in front of the class
so that each one feels valued and recognized
Figure 4. Suggested tools to be used in order to implement positive leadership in the teaching and
learning process.
Source: own elaboration
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