Pursuing the Principalship: Factors in Assistant Principals’ Decisions

School administrators who are hired to lead and guide schools and districts must possess a number of characteristics that allow them to become successful leaders. The presence or absence of a strong educational leader can make all the difference in school climate and student achievement (Kelley, Thornton, & Daugherty, 2005). Educational leaders need to be cognizant of what constitutes an effective leader and which characteristics have the most effective impact on student achievement. Alford et al. (2011) stated, while principals are engaged in the managerial tasks of the school, securing the building for safety, ensuring bus routes, student schedules, and the day-to-day management tasks, the instructional needs of the faculty and students compete for attention (p. 29)

A Model of an E-Learning Web Site for Teaching and Evaluating Online

This research is endeavoring to design an e-learning web site on the internet having the course name as "Object Oriented Programming" (OOP) for the students of level four at Computer Science Department (CSD). This course is to be taught online (through web) and then a programme is to be designed to evaluate students performance electronically while introducing a comparison between online teaching , e-evaluation and traditional methods of evaluation. The research seeks to lay out a futuristic perception that how the future online teaching and e-electronic evaluation should be the matter which highlights the importance of this research

Mammography screening in Greece: an exploratory survey of women’s views, experiences and behaviours.

Background: Internationally, breast cancer comprises 29% of all cancer incidences. In Greece, 1,500-1,800women die annually from breast cancer out of the 4,000 who are affected. Only 5% are detected at an early diseasestage through mammography screening.Aim: This paper presents findings from a study exploring the factors that influence Greek women’smammography screening behaviour.Methodology: Data were collected in Athens-Greece, during the period March-July 2008, from individuals whowere members of six women’s associations. One hundred and eighty six questionnaires were completed and 33interviews were conducted from a sub-sample. This paper reports the findings from the questionnaire survey.Results: Participants had a variety of demographic characteristics with 85% of them having attendedmammography screening. Only 61% of them intended to continue in the future. Τhe majority of women agreedwith a number of factors which supported their decision to participate in regular mammography screening, such asdoctors’ encouragement and mammogram efficacy to detect breast cancer at an early stage, while anxiety wasidentified as a possible inhibitor to their participation.Conclusion: Women’s mammography screening behaviour and perceptions of mammography screening appearedto be positive in relation to their participation. However, the reasons as to why a large number of women indicatedthey were unlikely to go for mammography screening again is not known, and needs further investigation

Applying Stage-Based Theory to engage female students in university sport

Purpose: University sport is recognized by many as a key area of university business and one of increasing importance, as seen by universities prioritizing sport within their university strategic plans as well as national funding bodies investing in university sport. Whilst sport is rising on the agenda, engaging all students in sport is a key challenge for universities. This paper examines the factors that enable and inhibit female students’ participation in university sport and active recreation using an interpretivist qualitative design. The paper also identified specific behaviour change techniques that could be used within interventions to increase participation rates. Method: Six focus groups were carried out. Data were analysed verbatim using a constant comparative process of analysis. Results: Findings revealed several emergent themes to help inform theory-based interventions to engage more female students in sport. Conclusion: University sport is an important behaviour for students to undertake. The paper identified a number of avenues for universities to pursue in order to achieve this aim

Reluctance Toward Online Teaching

Online education has become a staple in the American higher education system. A shortage of qualified and motivated online instructors exists as online learning demand increases. The purpose of this qualitative study was to identify why faculty members are not motivated to teach online courses. This study sought to answer the following three questions: (1) Why are faculty members not participating in online instruction? (2) What incentives, if any, are likely to motivate non-participating instructors to adopt online instruction? and (3) What are the differences in perceptions regarding online instruction between faculty members who had been asked or had an opportunity to teach online and refused and faculty members who had tried online instruction and no longer teach online? Using a basic qualitative research design, I interviewed 20 unlimited, full-time faculty members of community and technical colleges who had been asked or had the opportunity to teach online and refused or who had tried teaching online and discontinued doing so. Through these interviews, I gained valuable insight into elements that hinder the motivation of community and technical college faculty members for teaching online. I further identified some factors that may motivate faculty members to embrace online instruction

Analyzing the Effect of Individual Factors and Organizational Context on Faculty Participation in Online Teaching

This quantitative study analyzed the influence of individual factors and institutional context on faculty participation in online teaching at public higher education institutions in the United States. Through an ex post facto design, cause and effect relationships were explored using statistical analysis of a large national data set. Variables in the data set directly related to the areas of interest in this study included interest in teaching, student-centered pedagogy, autonomy and control, instructional support, and institutional climate. Factors related to interest in teaching and institutional reward were statistically significant (

The Effect of Technostress on the Motivation to Teach Online in Higher Education Before and During the COVID-19 Pandemic: Perceptions of Business Faculty

This study investigated the relationships among technostress creators (techno-complexity, techno-insecurity, techno-invasion, techno-overload, and techno-uncertainty) on the motivation to teach online using the Motivation to Teach Online – Faculty Version scale. Data were collected from faculty members of the Management and Organizational Behavior Teaching Society (MOBTS), a member of the AACSB Business Education Alliance, and the American Society of Business and Behavioral Sciences (ASBBS), an interdisciplinary professional organization comprised of faculty teaching in accounting, finance, management, marketing, organizational behavior, and computer information systems early 2020 (N = 307). The findings indicated that techno-stressed faculty are less motivated to teach online. Techno-insecurity and techno-overload subconstructs were statistically significant pre-pandemic. Techno-insecurity was statistically significant during the pandemic. Gender and years of teaching online were not observed among faculty to modify online teaching motivations. Results are presented to supply institutions of higher learning with evidence to support faculty with online learning undertakings while leveraging opportunities to manage enrollment

Development of the Readiness to Teach Online Scale

Despite the growing importance of online education, faculty acceptance has remained unchanged. Training programs developed for faculty to teach online have often focused on assessing their cognitive rather than affective and behavioral outcomes. The Readiness To Teach Online scale was developed as part of a multiphase mixed method research project to measure faculty perceptions and motivations toward teaching online. Items in the subcategory Teaching and Learning measured perceptions of technology and online teaching, and motivations regarding resources and other external factors. Items in the subcategories Social and Student Engagement, Faculty and Technology Support, Course Development and Instructional Design, and Evaluation and Assessment collected baseline data for current practices. The pilot study of this scale demonstrated strong internal consistency reliability estimates and support for validity, showing moderately to highly correlated significant relationships between faculty perceptions and motivation to teach online; both perception and motivation constructs were moderately to highly correlated with Social and Student Engagement