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Conference on Education 2015. Partners in Excellence
- Conference date: 02-03 May 2015
- Location: Qatar National Convention Center, Doha, Qatar
- Volume number: 2015
- Published: 30 April 2015
51 - 52 of 52 results
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Fifteen years of quality assessment in Iran's higher education system: Successes and failures
Authors: Saeed Mohammadzadeh, Masoud Baradaran and Bahman KhosravipourIn response to local, national and international developments and challenges many countries have developed quality assurance as a new approach and institutional innovation during the last three decades. Self-assessment is considered as a base of quality assessment in higher education. First experience of implementing self-assessment by departments was in the middle of 1990s. In the early 2000s, National Education Measurement Organization has introduced self-assessment nationwide. National Education Measurement Organization efforts led to hegemony of selfassessment in the 2000s. After fifteen years these questions are raised: 1) how was the trend of implementing self-assessment? 2) Which factors affected success and/or failure as a result of implementing self-assessment? 3) What is the lost ring of quality assessment in Iran’s higher education?
The research method was qualitative-quantitative mixed method design. Data have been gathered through documents content analysis, interviews and questionnaires. Participants in the qualitative phase were self-assessment committee members while the population of quantitative phase consisted of all faculty members of departments who implemented self-assessment. Results revealed that in spite of successful implementation of self-assessment in several departments, other departments faced problems that led to delay or pause in implementing self-assessment. Conflicts in the departments as well as losing motivation by executive committee members were the main determinants of failure in implementing self-assessment.
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How does psychological safety affects employee turnover?
Authors: Selva Staub and Serdar YenerThe issue of employee turnover in a school setting can signal the difference between a stable and effective environment and an unstable, unhealthy learning environment. The challenge of turnover may prove particularly vexing in private schools as it results in costly efforts to replace qualified teachers, in addition to the potentially negative impression it creates among tuition-paying clientele. Educational leaders have attempted to mitigate turnover rates and improve morale by attempting the implementation of a Distributed Leadership framework in their administration of the school. However, this may not always prove successful. The research carried out in this study indicates that an additional layer of complexity should be taken into consideration when analyzing the school’s organizational culture, that is Psychological Safety. It has been identified as taking on the role of a mediator variant between Distributed Leadership and Turnover Intention.
The primary aim of this study was to analyze and explain the mediation effect of psychological safety on the relationship between distributed leadership and turnover intention within seven private secondary schools in Turkey. The data were collected via survey; respondents consisted of 326 principals, vice-principals, and teachers.
Participants in this session will examine the combined effects of Distributed Leadership and Psychological Safety relevant to employee turnover in an educational environment. Outcomes of this session include understanding of mechanisms to assess the perceived level of Psychological Safety, as well as tools to address sentiments of insufficient Psychological Safety among staff.
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