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other provinces and regions in Vietnam and other country.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Address\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Headquarters of Can Tho Journal of Medicine and Pharmacy, located Scientific Research and International Cooperation Office: 179 Nguyen Van Cu Street, An Khanh Ward, Ninh Kieu District, Can Tho City, Vietnam.\u003C\u002Fspan>\u003C\u002Fp>","\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Ngày 16\u002F7\u002F2015, Tạp chí Y Dược học Cần Thơ được cấp chỉ số quốc tế: ISSN 2354-1210.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 4\u002F2016, Tạp chí đã được Hội đồng Giáo sư ngành Y đưa vào danh sách các tạp chí khoa học Y học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Năm 2020 Tạp chí Y Dược học Cần Thơ đã được phê duyệt vào danh mục của các Hội đồng Giáo sư ngành Dược học được tính điểm công trình 0-0,5 điểm cho một bài báo đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ ra 12 số\u002Fnăm, 180-200 trang\u002Fsố.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Từ tháng 12\u002F2022 Tạp chí Y Dược học Cần Thơ là thành viên của hệ thống Crossref và từ tháng 01\u002F2023 tạp chí thực hiện bình duyệt online kín 2 chiều nhằm tăng tính minh bạch, tin cậy của các công trình nghiên cứu khoa học và đảm bảo tốt nhất chất lượng khoa học của bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ, mục đích và phạm vi của tạp chí\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tôn chỉ và mục đích hoạt động của tạp chí: xuất bản nhằm mục đích phổ biến kết quả từ các đề tài nghiên cứu khoa học; giao lưu trao đổi khoa học, chia sẻ kinh nghiệm, học tập, đồng thời cập nhật thông tin khoa học mới trong các lĩnh vực y, sinh, dược học trong và ngoài nước.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phạm vi của tạp chí: Tạp chí xuất bản được chia thành 3 chuyên mục: (i) Bài báo nghiên cứu khoa học là kết quả công trình nghiên cứu khoa học có giá trị đã được triển khai nghiên cứu, (ii) Bài tổng quan y, sinh, dược học: phục vụ mục tiêu đào tạo liên tục trong lĩnh vực y, sinh, dược học; nhằm hệ thống hóa những kiến thức kinh điển và hiện đại; (iii) Thông tin cập nhật kiến thức mới về y, sinh, dược học trong nước và trên thế giới.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Chính sách truy cập mở\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ áp dụng chính sách truy cập mở đối với các bài báo đã xuất bản đến với độc giả, nhằm mở rộng cơ hội tiếp cận các kết quả nghiên cứu chất lượng cao và tăng cường trao đổi kiến thức. Tạp chí đăng tải trực tuyến (miễn phí) toàn văn các bài báo được công bố trên website của Tạp chí (https:\u002F\u002Ftapchi.ctump.edu.vn).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đạo đức xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ cam kết tuân thủ đạo đức xuất bản phù hợp với các hướng dẫn và tiêu chuẩn của the Committee on Publication Ethics (COPE), tuân thủ các nguyên tắc của COPE’s Core Practices, Best Practices Guidelines for Journal Editors và Guidelines on Good Publication Practices.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Bản thảo bài báo chỉ được chấp nhận khi được tác giả chịu trách nhiệm chính cam kết các nội dung sau: Các nội dung của bản thảo chưa được đăng tải toàn bộ hoặc một phần ở các tạp chí khác; Tất cả các tác giả đều có đóng góp một cách đáng kể vào quá trình nghiên cứu hoặc chuẩn bị bản thảo và cùng chịu trách nhiệm về các nội dung của bản thảo; Tuân thủ các biện pháp đảm bảo đạo đức nghiên cứu (ví dụ thỏa thuận đồng ý tham gia nghiên cứu).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Cam kết bảo mật\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí cam kết thực hiện và tuân thủ các quy định của luật và các văn bản hướng dẫn liên quan đến bảo mật thông tin cá nhân trên không gian mạng. Các thông tin mà người dùng (tác giả, độc giả, biên tập viên, người phản biện) nhập vào các biểu mẫu trên Hệ thống Quản lý xuất bản trực tuyến của tạp chí chỉ được sử dụng vào các mục đích đã được tuyên bố rõ ràng và sẽ không được cung cấp cho bất kỳ bên thứ ba nào khác, hay dùng vào bất kỳ mục đích nào khác.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Phí gửi bài\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng bài: 1.000.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Lệ phí gửi đăng nhanh: 1.500.000đ\u002Fbài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với tác giả là cán bộ viên chức thuộc Trường Đại học Y Dược Cần Thơ thì được hỗ trợ 50% lệ phí gửi đăng bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Đối với sinh viên thực hiện đề tài nghiên cứu khoa học cấp trường được hỗ trợ 100% lệ phí đăng bài ( Tác giả gửi đính kèm “ Quyết định về việc giao tổ chức thực hiện đề tài nghiên cứu khoa học cấp Trường của sinh viên”).\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Hình thức nộp lệ phí:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Tiền mặt:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Nộp trực tiếp tại Phòng Tài chính - Kế toán, Trường Đại học Y Dược Cần Thơ, số 179 Nguyễn Văn Cừ, P. An Khánh, Q. Ninh Kiều, thành phố Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Chuyển khoản:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tên Tài khoản: Trường ĐHYD Cần Thơ, Số TK: 0111000115668, tại ngân hàng Vietcombank chi nhánh Cần Thơ.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Thời gian: Áp dụng từ ngày 01\u002F02\u002F2023.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">* Phí gửi bài không được hoàn trả khi bài viết bị từ chối hoặc tác giả xin rút bài viết.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Quy trình phản biện bài báo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tạp chí Y Dược học Cần Thơ thực hiện quy trình phản biện kín hai chiều nghiêm ngặt. Danh tính của những người phản biện không được tiết lộ cho các tác giả và ngược lại. Quy trình thẩm định bài báo đăng gồm các bước sau:\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tiếp nhận bản thảo\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Tác giả liên hệ gửi bản thảo đến Tạp chí qua hệ thống trực tuyến tại website: https:\u002F\u002Ftapchi.ctump.edu.vn. Hướng dẫn về cách đăng ký, gửi bài và chuẩn bị bản thảo được cung cấp trên website của Tạp chí.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sàng lọc sơ bộ\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Sau khi Tòa soạn nhận được bài báo của tác giả, Ban Thư ký sẽ tiến hành kiểm tra sơ bộ bài báo (các yêu cầu về nội dung và hình thức). Những bài báo không đúng quy cách hoặc có nội dung không phù hợp hoặc vi phạm bản quyền sẽ bị từ chối (Ban Thư ký thông báo phản hồi đến tác giả trong vòng 1 tuần). Những bài báo đủ điều kiện, được Ban Thư ký tòa soạn chuyển đến Ban Biên tập có cùng chuyên môn với nội dung bài báo để đề xuất người phản biện. Thời gian kể từ khi Ban Biên tập nhận bài báo đến khi đề xuất người phản biện bài báo chậm nhất là 5 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Vòng phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký gửi bài và yêu cầu phản biện đến 02 phản biện độc lập.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Các phản biện gởi nhận xét cho Ban Thư ký. Thời gian từ khi gửi bài cho phản biện đến khi nhận ý kiến của phản biện tối đa là 20 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xử ký kết quả phản biện\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Nếu ý kiến đồng ý cho đăng và không cần chỉnh sửa, Ban Thư ký tiếp tục đăng bài theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Nếu ý kiến đồng ý đăng và cần chỉnh sửa, Ban Thư ký sẽ thông tin đến tác giả chỉnh sửa theo yêu cầu của người phản biện. Thời gian chỉnh sửa và gửi lại kéo dài không quá 2 tuần, từ khi tác giả bài báo nhận được thông tin (Quá trình này có thể lặp lại tối đa 2 lần\u002F1 bài báo). Khi có sự thống nhất, đồng ý của người phản biện; bài báo được tiếp tục đăng theo qui trình.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Những bài báo có chất lượng không đạt yêu cầu, cả 2 phản biện không đồng ý cho đăng sẽ bị Tòa soạn từ chối đăng.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">Xuất bản\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">1. Ban Thư ký tổng hợp các bản thảo đã được tác giả hoàn thiện sau thẩm định trình Ban Biên tập xem xét, Tổng Biên tập phê duyệt, quyết định bài đăng theo các tiêu chí: sự phù hợp nội dung với tôn chỉ và mục đích, thể loại bài viết (ưu tiên các bài có bài có nghiên cứu chuyên sâu, hàm lượng khoa học cao), đóng góp mới bài báo, bài báo được ưu tiên đăng trong số gần nhất của Tạp chí theo thứ tự: tính thời sự, chất lượng bài báo và thời gian gửi bài.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">2. Ban Biên tập và Ban Thư ký biên tập bản thảo, chế bản, đọc rà soát lỗi. Thời gian hoàn thành từ 10-15 ngày.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">3. Ban Thư ký có trách nhiệm thông báo cho tác giả bài báo (bằng e-mail) về tình hình phê duyệt bài báo, thời gian, số kỳ, tập xuất bản bài báo theo qui định.\u003C\u002Fspan>\u003C\u002Fp>\u003Cp>\u003Cbr>\u003C\u002Fp>\u003Cp>\u003Cspan style=\"color: rgb(0, 0, 0);\">4. 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However, use of a survey with 2,000 teachers and school executive in England, New Zealand and Australia has provided evidence for a third domain of teacher satisfaction\u002Fdissatisfaction grounded in the wider environment surrounding the school, a domain which has grown in importance and influence and which teachers and school executive find uniformly dissatisfying. This outer domain has acted to erode overall teacher satisfaction in contravention of the general principles of “two‐factor” theories of job satisfaction. It is argued that teachers, schools, and others with an interest in education, need to build bridges, forge partnerships and actively participate in educational discourse with members of this outer domain. Further, educational systems and governments need to look within the outer domain of teacher satisfaction for answers to the problems currently facing teachers, schools and society.\u003C\u002Fjats:p>",{"EN":763},"Moving into the third, outer domain of teacher satisfaction",{"VOID":765},"10.1108\u002F09578230010373633","PUBLICATION","Auto Verify",[102],"https:\u002F\u002Fwww.emerald.com\u002Finsight\u002Fcontent\u002Fdoi\u002F10.1108\u002F09578230010373633\u002Ffull\u002Fhtml",[771,793],{"id":772,"sortIndex":115,"researcher":26,"roles":773,"affiliations":774,"properties":786},"b351c55b-eab2-4072-a06b-515f2cef3678",[],[775],{"id":776,"sortIndex":36,"affiliation":777,"properties":26},"dd3212aa-5ef5-4f84-99f7-22913baa083c",{"id":778,"createTime":779,"updateTime":780,"relativeEntities":781,"slug":782,"properties":783,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"727b4b65-2a2e-4b6f-a2e7-ec30bfc785f5","2023-12-24T07:37:29.439+00:00","2024-10-17T04:26:21.048+00:00",[],"University-of-Western-Sydney-Australia",{"title":784},{"VI":785},"University of Western Sydney, Australia",{"openalex":787,"orcid":789,"title":791},{"VOID":788},"A5101657226",{"VOID":790},"https:\u002F\u002Forcid.org\u002F0000-0001-7729-0948",{"EN":792},"Catherine Scott",{"id":794,"sortIndex":36,"researcher":26,"roles":795,"affiliations":796,"properties":803},"16824f50-3be8-4401-94f6-30fb4adb4db3",[],[797],{"id":798,"sortIndex":36,"affiliation":799,"properties":26},"74e6d725-b7b0-4be6-af16-3eee92d0d1c5",{"id":778,"createTime":779,"updateTime":780,"relativeEntities":800,"slug":782,"properties":801,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":802},{"VI":785},{"openalex":804,"title":806},{"VOID":805},"A5110571858",{"EN":807},"Steve Dinham","ARTICLE",{"url":26,"publisher":810,"properties":835},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":811,"slug":663,"properties":812,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":818,"manageAffiliations":819,"indexDatabases":820,"url":744,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"country":813,"issn":814,"introduce":815,"eissn":816,"title":817},{"VOID":666},{"VOID":668},{"EN":670},{"VOID":672},{"EN":674},[],[],[821,828],{"id":706,"indexDatabase":822,"url":721,"indexYears":26,"academicFieldIds":827,"indexDatabaseRanking":26},{"id":708,"createTime":709,"updateTime":710,"relativeEntities":823,"label":824,"description":825,"key":717,"publicationTags":826,"standard":26},[],{"EN":713,"VI":713},{"VI":715,"EN":716},[719,720],[723],{"id":725,"indexDatabase":829,"url":738,"indexYears":739,"academicFieldIds":834,"indexDatabaseRanking":743},{"id":727,"createTime":728,"updateTime":729,"relativeEntities":830,"label":831,"description":832,"key":735,"publicationTags":833,"standard":26},[],{"EN":732,"VI":732},{"EN":732,"VI":734},[737],[741,742],{"volume":836,"pages":838,"issue":840},{"VOID":837},"38",{"VOID":839},"379-396",{"VOID":841},"4",363,{"total":842,"publishYear":26,"statisticByYear":844},{"2012":260,"2013":222,"2014":125,"2015":222,"2016":242,"2017":222,"2018":53,"2019":53,"2020":53,"2021":242,"2022":53,"2023":116,"2024":158},"2000-10-01",2000,[848,851,854,857,860,863,867,870,874,877,880,883,887,890,893,897,901,904,907,911,914,918,921,925,928],{"id":26,"text":849,"url":26,"identifiers":850},"Dinham, S. (1992), “Human perspectives on the resignation of teachers from the New South Wales public school system: towards a model of teacher persistence”, unpublished PhD thesis, University of New England, Armidale, Australia.",{},{"id":26,"text":852,"url":26,"identifiers":853},"Dinham, S. and Scott, C. (1996a), The Teacher 2000 Project: A Study of Teacher Satisfaction, Motivation and Health, University of Western Sydney, Nepean, Sydney.",{},{"id":26,"text":855,"url":26,"identifiers":856},"Dinham, S. and Scott, C. (1996b), “Teacher satisfaction, motivation and health: phase one of the Teacher 2000 Project”, paper presented to the annual meeting of the American Educational Research Association, New York, NY, April.",{},{"id":26,"text":858,"url":26,"identifiers":859},"Dinham, S. and Scott, C. (1997a), “Modelling teacher satisfaction: findings from 892 teaching staff at 71 schools”, paper presented to the American Educational Research Association Annual Meeting, Chicago, IL, March.",{},{"id":26,"text":861,"url":26,"identifiers":862},"Dinham, S. and Scott, C. (1997b), “The advanced skills teacher: an opportunity missed?”, Unicorn, Australian College of Education, November, Vol. 23 No. 3, pp. 36‐49.",{},{"id":26,"text":864,"url":26,"identifiers":865},"Dinham, S. and Scott, C. (1998a), “A three domain model of teacher and school executive satisfaction”, Journal of Educational Administration, Vol. 36 No. 4, pp. 362‐78.",{"doi":866},"10.1108\u002F09578239810211545",{"id":26,"text":868,"url":26,"identifiers":869},"Dinham, S. and Scott, C. (1998b), “Reconceptualising teachers’ work”, paper presented to the Australian College of Education, National Conference, Canberra, September.",{},{"id":26,"text":871,"url":26,"identifiers":872},"Fraser, H., Draper, J. and Taylor, W. (1998), “The quality of teachers’ professional lives: teachers and job satisfaction”, Evaluation and Research in Education, Vol. 12 No. 2, pp. 61‐71.",{"doi":873},"10.1080\u002F09500799808666932",{"id":26,"text":875,"url":26,"identifiers":876},"Goodlad, J. (1984), A Place Called School: Prospects for the Future, McGraw‐Hill, Highstown, NJ.",{},{"id":26,"text":878,"url":26,"identifiers":879},"Hargreaves, A. and Fullan, M. (1998), What’s Worth Fighting For Out There?, Ontario Public School Teachers’ Federation, Mississauga, Ontario.",{},{"id":26,"text":881,"url":26,"identifiers":882},"Herzberg, F., Mausner, B. and Snyderman, B. (1959), The Motivation to Work, John Wiley & Sons, New York, NY.",{},{"id":26,"text":884,"url":26,"identifiers":885},"Holdaway, E. (1978), “Facet and overall satisfaction of teachers”, Educational Administration Quarterly, Vol. 14 No. 1, pp. 30‐47.",{"doi":886},"10.1177\u002F0013161X7801400106",{"id":26,"text":888,"url":26,"identifiers":889},"Klecker, B. and Loadman, W. (1996), “Exploring the relationship between teacher empowerment and teacher job satisfaction”, paper presented at the Annual Meeting of the Mid‐Western Educational Research Association, Chicago, IL, October.",{},{"id":26,"text":891,"url":26,"identifiers":892},"Logan, L., Dempster, N., Berkeley, G., Chant, D., Howell, M. and Warry, M. (1990), Teachers in Australian Schools: A 1989 Profile, Australian College of Education, Deakin, ACT.",{},{"id":26,"text":894,"url":26,"identifiers":895},"Nias, J. (1981), “Teacher satisfaction and dissatisfaction: Herzberg’s ‘two‐factor’ hypothesis revisited”, British Journal of Sociology of Education, Vol. 2 No. 3, pp. 235‐46.",{"doi":896},"10.1080\u002F0142569810020302",{"id":26,"text":898,"url":26,"identifiers":899},"Novacek, J. and Lazarus, R.S. (1990), “The structure of personal commitments”, Journal of Personality, Vol. 58 No. 4, pp. 693‐715.",{"doi":900},"10.1111\u002Fj.1467-6494.1990.tb00250.x",{"id":26,"text":902,"url":26,"identifiers":903},"Otto, R. (1986), Teachers Under Stress, Hill of Content, Melbourne.",{},{"id":26,"text":905,"url":26,"identifiers":906},"Owens, R. (1998), Organizational Behavior in Education, 6th ed., Allyn and Bacon, Boston, MA.",{},{"id":26,"text":908,"url":26,"identifiers":909},"Pavot, W. and Diener, E. (1993), “Review of the satisfaction with life scale”, Psychological Assessment, Vol. 5, pp. 164‐72.",{"doi":910},"10.1037\u002F1040-3590.5.2.164",{"id":26,"text":912,"url":26,"identifiers":913},"Qualitative Solutions and Research Pty Ltd (1994), QSR NUDIST, La Trobe University: QSR.",{},{"id":26,"text":915,"url":26,"identifiers":916},"Rhodes, S. (1983), “Age‐related differences in work attitudes and behaviour: a review and conceptual analysis”, Psychological Bulletin, Vol. 93 No. 2, pp. 328‐67.",{"doi":917},"10.1037\u002F0033-2909.93.2.328",{"id":26,"text":919,"url":26,"identifiers":920},"Senate Employment, Education and Training References Committee (1998), A Class Act: Inquiry Into the Status of the Teaching Profession, Senate Employment, Education and Training References Committee, Canberra.",{},{"id":26,"text":922,"url":26,"identifiers":923},"Sergiovanni, T. (1967), “Factors which affect satisfaction and dissatisfaction of teachers”, The Journal of Educational Administration, Vol. 5 No. 1, pp. 66‐81.",{"doi":924},"10.1108\u002Feb009610",{"id":26,"text":926,"url":26,"identifiers":927},"Dinham, S. (1996), “In loco grandparentis?: the challenge of Australia’s ageing teacher population”, International Studies in Educational Administration, Vol. 24 No. 1, pp. 16‐30.",{},{"id":26,"text":929,"url":26,"identifiers":930},"Dinham, S. (1997), “Teaching and teachers’ families”, Australian Educational Researcher, AARE, August, Vol. 24 No. 2, pp. 59‐88.",{"doi":931},"10.1007\u002FBF03219648",false,{"id":934,"createTime":935,"updateTime":935,"relativeEntities":936,"slug":937,"properties":938,"entityType":766,"verifyStatus":25,"verifyTime":935,"verifyNote":767,"syncStatus":28,"languages":950,"translateLanguages":26,"viewCount":36,"primaryUrl":951,"fullTextUrl":26,"authors":952,"publicationType":808,"publisherRelationship":995,"citationCount":1028,"citationInfo":1029,"publishDate":1031,"publishYear":1032,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":1033,"isForceReanalyzing":932},"0181e50c-fe2e-402b-992a-3e9ca3ae0b7d","2024-08-31T14:08:30.418+00:00",[],"The-walls-speak-the-interplay-of-quality-facilities-school-climate-and-student-achievement",{"mag":939,"keywords":941,"openalex":942,"abstract":944,"title":946,"doi":948},{"VOID":940},"2040364416",{},{"VOID":943},"W2040364416",{"EN":945},"\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Purpose\u003C\u002Fjats:title>\u003Cjats:p>A growing body of research connecting the quality of school facilities to student performance accompanies recent efforts to improve the state of the educational infrastructure in the USA. Less is known about the mechanisms of these relationships. This paper seeks to examine the proposition that part of the explanation may be the mediating influence of school climate.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Design\u002Fmethodology\u002Fapproach\u003C\u002Fjats:title>\u003Cjats:p>Teachers from 80 Virginia middle schools were surveyed employing measures including the School Climate Index, a seven‐item quality of school facilities scale, as well as three resource support items. Data on student SES and achievement were also gathered. Bivariate correlational analysis was used to explore the relationships between the quality of facilities, resource support, school climate, student SES, and student achievement. In addition, multiple regression was used to test school climate as a mediating variable between the quality of facilities and student achievement.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Findings\u003C\u002Fjats:title>\u003Cjats:p>Results confirmed a link between the quality of school facilities and student achievement in English and mathematics. As well, quality facilities were significantly positively related to three school climate variables. Finally, results confirmed the hypothesis that school climate plays a mediating role in the relationship between facility quality and student achievement.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Originality\u002Fvalue\u003C\u002Fjats:title>\u003Cjats:p>As we face fundamental issues of equity across schools and districts, leaders struggle to convince taxpayers of the need to invest in replacing and\u002For renovating inadequate facilities. Deeper understandings of the complicated interplay between the physical and social environments of school, and how these dynamics influence student outcomes, may help educators build a compelling case.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>",{"EN":947},"The walls speak: the interplay of quality facilities, school climate, and student achievement",{"VOID":949},"10.1108\u002F09578230810849817",[102],"https:\u002F\u002Fwww.emerald.com\u002Finsight\u002Fcontent\u002Fdoi\u002F10.1108\u002F09578230810849817\u002Ffull\u002Fhtml",[953,973],{"id":954,"sortIndex":115,"researcher":26,"roles":955,"affiliations":956,"properties":968},"98388898-be29-4d5c-83e9-cd5b3cc92cde",[],[957],{"id":958,"sortIndex":36,"affiliation":959,"properties":26},"dd09bf0b-8b7d-4ed2-8128-83ab8748b384",{"id":960,"createTime":961,"updateTime":962,"relativeEntities":963,"slug":964,"properties":965,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"0b535e34-7919-4222-8831-525f1dc7d426","2024-02-14T05:54:10.318+00:00","2025-06-12T00:12:26.682+00:00",[],"The-College-of-William-and-Mary-Williamsburg-Virginia-USA",{"title":966},{"VI":967},"The College of William and Mary, Williamsburg, Virginia, USA",{"openalex":969,"title":971},{"VOID":970},"A5036750676",{"EN":972},"Megan Tschannen‐Moran",{"id":974,"sortIndex":36,"researcher":26,"roles":975,"affiliations":976,"properties":988},"751538b6-4e48-42e4-a802-d425260ca19e",[],[977],{"id":978,"sortIndex":36,"affiliation":979,"properties":26},"3c173cae-bd70-48d4-be75-5b930c5b173a",{"id":980,"createTime":981,"updateTime":982,"relativeEntities":983,"slug":984,"properties":985,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"9826fa41-bcb2-4bcb-ae61-06ead9e6fc9a","2023-12-19T19:19:21.439+00:00","2024-09-25T22:21:37.518+00:00",[],"San-Diego-State-University-San-Diego-California-USA",{"title":986},{"VI":987},"San Diego State University, San Diego California, USA",{"openalex":989,"orcid":991,"title":993},{"VOID":990},"A5055486862",{"VOID":992},"https:\u002F\u002Forcid.org\u002F0000-0001-7309-2493",{"EN":994},"Cynthia L. Uline",{"url":26,"publisher":996,"properties":1021},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":997,"slug":663,"properties":998,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":1004,"manageAffiliations":1005,"indexDatabases":1006,"url":744,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"country":999,"issn":1000,"introduce":1001,"eissn":1002,"title":1003},{"VOID":666},{"VOID":668},{"EN":670},{"VOID":672},{"EN":674},[],[],[1007,1014],{"id":706,"indexDatabase":1008,"url":721,"indexYears":26,"academicFieldIds":1013,"indexDatabaseRanking":26},{"id":708,"createTime":709,"updateTime":710,"relativeEntities":1009,"label":1010,"description":1011,"key":717,"publicationTags":1012,"standard":26},[],{"EN":713,"VI":713},{"VI":715,"EN":716},[719,720],[723],{"id":725,"indexDatabase":1015,"url":738,"indexYears":739,"academicFieldIds":1020,"indexDatabaseRanking":743},{"id":727,"createTime":728,"updateTime":729,"relativeEntities":1016,"label":1017,"description":1018,"key":735,"publicationTags":1019,"standard":26},[],{"EN":732,"VI":732},{"EN":732,"VI":734},[737],[741,742],{"volume":1022,"pages":1024,"issue":1026},{"VOID":1023},"46",{"VOID":1025},"55-73",{"VOID":1027},"1",360,{"total":1028,"publishYear":26,"statisticByYear":1030},{"2012":124,"2013":53,"2014":516,"2015":255,"2016":240,"2017":240,"2018":396,"2019":244,"2020":255,"2021":222,"2022":516,"2023":241,"2024":50},"2008-02-01",2008,[1034,1037,1040,1044,1047,1051,1054,1057,1061,1064,1067,1070,1073,1076,1079,1083,1086,1089,1092,1096,1100,1104,1108,1111,1114,1117,1120,1123,1127,1130,1134,1137,1141,1144,1147,1150,1153,1156,1159,1162,1165,1168,1171,1175,1178,1181,1184,1187,1190,1193,1196,1199,1202,1205,1209,1212,1215,1219,1223,1227,1230,1233,1237],{"id":26,"text":1035,"url":26,"identifiers":1036},"Abramson, P. (2006), “11th annual school construction report”, School Planning & Management, available at: www.peterli.com\u002Fspm\u002Fresources\u002Frptsspm.shtm.",{},{"id":26,"text":1038,"url":26,"identifiers":1039},"American Society of Civil Engineers (2005), 2005 Report Card for America's Infrastructure, April, American Society of Civil Engineers, Reston, VA, available at: www.asce.org\u002Freportcard\u002F2005\u002F (accessed July 18, 2005).",{},{"id":26,"text":1041,"url":26,"identifiers":1042},"Anderson, C. (1982), “The search for school climate: a review of the research”, Review of Educational Research, Vol. 52, pp. 368‐420.",{"doi":1043},"10.3102\u002F00346543052003368",{"id":26,"text":1045,"url":26,"identifiers":1046},"Argon, J. (2005), “Challenging times: the 34th Annual M and O Cost Study”, American School and University, available at: www.asumag.com\u002Fresearch\u002Findex.html.",{},{"id":26,"text":1048,"url":26,"identifiers":1049},"Berner, M.M. (1993), “Building conditions, parental involvement, and student achievement in the District of Columbia public school system”, Urban Education, Vol. 28 No. 1, pp. 6‐29.",{"doi":1050},"10.1177\u002F0042085993028001002",{"id":26,"text":1052,"url":26,"identifiers":1053},"Bosch, S.F. (2006), “Research priorities: how facilities affect learning outcomes”, in Tanner, C.K. and Lackney, J.A. (Eds), Educational Facilities Planning: Leadership, Architecture, and Management, Pearson Education, Boston, MA, pp. 323‐49.",{},{"id":26,"text":1055,"url":26,"identifiers":1056},"Bowers, J.H. and Burkett, C.W. (1988), “Physical environment influences related to student achievement, health, attendance and behavior”, Council of Educational Facility Planners Journal, Vol. 26, pp. 33‐4.",{},{"id":26,"text":1058,"url":26,"identifiers":1059},"Brookover, W., Schweitzer, J., Beady, C., Flood, P. and Wisenbaker, J. 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the ambivalent emotions of social justice leadership; and strategies for coping with the personal and structural dimensions of social justice leadership.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Practical implications\u003C\u002Fjats:title>\u003Cjats:p>The practical implications are discussed in relation to the emotional knowledge and skills that are needed for preparing social justice leaders to navigate emotionally through existing school structures and to cultivate critical emotional reflexivity about the changes that are needed to school discourses and practices so that justice and equity are placed at the center of school leadership.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Originality\u002Fvalue\u003C\u002Fjats:title>\u003Cjats:p>The paper offers insights into the emotional aspects of leadership for social justice, focusing on the implications for leadership preparation programs.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>",{"EN":2044},"The emotional aspects of leadership for social justice",{"VOID":2046},"10.1108\u002F09578231011067767","2024-07-25T00:23:56.526+00:00",[102],"https:\u002F\u002Fwww.emerald.com\u002Finsight\u002Fcontent\u002Fdoi\u002F10.1108\u002F09578231011067767\u002Ffull\u002Fhtml",[2051],{"id":2052,"sortIndex":36,"researcher":26,"roles":2053,"affiliations":2054,"properties":2066},"ee45a433-9058-4712-8a65-ad2fcea0d79a",[],[2055],{"id":2056,"sortIndex":36,"affiliation":2057,"properties":26},"afc38f49-9d92-4389-a186-a40cf0f5c6a6",{"id":2058,"createTime":2059,"updateTime":2060,"relativeEntities":2061,"slug":2062,"properties":2063,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"c128c3f7-37c8-4bd8-b2bd-a6f44ee6acaf","2024-01-18T04:38:21.548+00:00","2024-07-25T00:23:56.536+00:00",[],"Open-University-of-Cyprus-Nicosia-Cyprus",{"title":2064},{"VI":2065},"Open University of Cyprus, Nicosia, Cyprus",{"title":2067},{"EN":2068},"MichalinosZembylas",{"url":26,"publisher":2070,"properties":2095},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":2071,"slug":663,"properties":2072,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":2078,"manageAffiliations":2079,"indexDatabases":2080,"url":744,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"country":2073,"issn":2074,"introduce":2075,"eissn":2076,"title":2077},{"VOID":666},{"VOID":668},{"EN":670},{"VOID":672},{"EN":674},[],[],[2081,2088],{"id":706,"indexDatabase":2082,"url":721,"indexYears":26,"academicFieldIds":2087,"indexDatabaseRanking":26},{"id":708,"createTime":709,"updateTime":710,"relativeEntities":2083,"label":2084,"description":2085,"key":717,"publicationTags":2086,"standard":26},[],{"EN":713,"VI":713},{"VI":715,"EN":716},[719,720],[723],{"id":725,"indexDatabase":2089,"url":738,"indexYears":739,"academicFieldIds":2094,"indexDatabaseRanking":743},{"id":727,"createTime":728,"updateTime":729,"relativeEntities":2090,"label":2091,"description":2092,"key":735,"publicationTags":2093,"standard":26},[],{"EN":732,"VI":732},{"EN":732,"VI":734},[737],[741,742],{"volume":2096,"pages":2098,"issue":2100},{"VOID":2097},"48",{"VOID":2099},"611-625",{"VOID":1312},"2010-08-17",2010,[2104,2107,2111,2114,2118,2121,2124,2128,2132,2136,2140,2144,2148,2152,2156,2160,2163,2167,2171,2174,2178,2182,2185,2188,2191,2195,2198,2202,2206,2210,2214,2217,2220,2224,2228,2232,2236,2239,2242,2245,2248,2252,2255,2259,2263,2267,2270,2274,2278,2282,2285,2288,2292,2296,2299,2303],{"id":26,"text":2105,"url":26,"identifiers":2106},"Abu‐Lughod, L. and Lutz, C.A. 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(1996), “Doing emotional labor in the educational market place: stories from the field of women in management”, Discourse: Studies in the Cultural Politics of Education, Vol. 17 No. 3, pp. 337‐52.",{"doi":2135},"10.1080\u002F0159630960170304",{"id":26,"text":2137,"url":26,"identifiers":2138},"Blackmore, J. (2004), “Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion”, School Leadership & Management, Vol. 24 No. 4, pp. 439‐59.",{"doi":2139},"10.1080\u002F13632430410001316534",{"id":26,"text":2141,"url":26,"identifiers":2142},"Blackmore, J. (2006), “Deconstructing diversity discourses in the field of educational management and leadership”, Educational Management Administration & Leadership, Vol. 34 No. 2, pp. 181‐99.",{"doi":2143},"10.1177\u002F1741143206062492",{"id":26,"text":2145,"url":26,"identifiers":2146},"Bogotch, I. 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(Ed.), The Educational Leadership Challenge: Redefining Leadership For the 21st Century, University of Chicago Press, Chicago, IL, pp. 134‐61.",{},{"id":26,"text":2218,"url":26,"identifiers":2219},"Leithwood, K. and Beatty, B. (2008), Leading with Teacher Emotions in Mind, Corwin Press, Thousand Oaks, CA.",{},{"id":26,"text":2221,"url":26,"identifiers":2222},"Lupton, D. (1998), The Emotional Self: A Sociocultural Exploration, Sage, London.",{"doi":2223},"10.4135\u002F9781446217719",{"id":26,"text":2225,"url":26,"identifiers":2226},"McClellan, R. and Dominguez, R. (2006), “The uneven march toward social justice: diversity, conflict, and complexity in educational administration programs”, Journal of Educational Administration, Vol. 44 No. 3, pp. 225‐38.",{"doi":2227},"10.1108\u002F09578230610664823",{"id":26,"text":2229,"url":26,"identifiers":2230},"McKenzie, K., Christman, D., Hernandez, F., Fierro, E., Capper, C., Dantley, M., Gonzalez, M.L., Cambron‐McCabe, N. and Scheurich, J. 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(1998), Qualitative Research and Case Study Applications in Education, Jossey‐Bass, San Francisco, CA.",{},{"id":26,"text":2243,"url":26,"identifiers":2244},"Ministry of Education and Culture (2007a), National Report in Education, Ministry of Education and Culture, Nicosia.",{},{"id":26,"text":2246,"url":26,"identifiers":2247},"Ministry of Education and Culture (2007b), Strategic Planning for Education, Ministry of Education and Culture, Nicosia.",{},{"id":26,"text":2249,"url":26,"identifiers":2250},"Normore, A.H. (2007), “Leadership for learning in the context of social justice: an international perspective”, Journal of Educational Administration, Vol. 45 No. 6, pp. 645‐792 (special issue).",{"doi":2251},"10.1108\u002Fjea.2007.07445faa.001",{"id":26,"text":2253,"url":26,"identifiers":2254},"Normore, A.H. (2008), Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice, Information Age, Charlotte, NC.",{},{"id":26,"text":2256,"url":26,"identifiers":2257},"Pounder, D., Reitzug, R. and Young, M. (2002), “Preparing school leaders for school improvement, social justice, and community”, in Murphy, J. (Ed.), The Educational Leadership Challenge: Redefining Leadership for the 21st Century, University of Chicago Press, Chicago, IL, pp. 261‐88.",{"doi":2258},"10.1177\u002F016146810210400912",{"id":26,"text":2260,"url":26,"identifiers":2261},"Sachs, J. and Blackmore, J. (1998), “You never show you can't cope: women in school leadership roles managing their emotions”, Gender and Education, Vol. 10 No. 3, pp. 265‐80.",{"doi":2262},"10.1080\u002F09540259820899",{"id":26,"text":2264,"url":26,"identifiers":2265},"Samier, E. and Schmidt, M. 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(2002), “School leaders and antiracism: overcoming pedagogical and political obstacles”, Journal of School Leadership, Vol. 12 No. 2, pp. 174‐97.",{"doi":2281},"10.1177\u002F105268460201200205",{"id":26,"text":2283,"url":26,"identifiers":2284},"Statistical Services of the Republic of Cyprus (2006), Demographic Report, Cyprus Statistical Services, Nicosia.",{},{"id":26,"text":2286,"url":26,"identifiers":2287},"Strauss, A. and Corbin, J. (1994), “Grounded theory methodology: an overview”, in Denzin, N.K. and Lincoln, Y.S. (Eds), Handbook of Qualitative Research, Sage, Thousand Oaks, CA, pp. 273‐85.",{},{"id":26,"text":2289,"url":26,"identifiers":2290},"Theoharis, G. (2007), “Social justice educational leaders and resistance: toward a theory of social justice leadership”, Educational Administration Quarterly, Vol. 43 No. 2, pp. 221‐58.",{"doi":2291},"10.1177\u002F0013161X06293717",{"id":26,"text":2293,"url":26,"identifiers":2294},"Zembylas, M. (2007), Five Pedagogies, a Thousand Possibilities: Struggling For Hope and Transformation in Education, Sense Publishers, Rotterdam.",{"doi":2295},"10.1163\u002F9789087903206",{"id":26,"text":2297,"url":26,"identifiers":2298},"Zembylas, M. (2009), “The politics of emotions in education: affective economies, ambivalence and transformation”, in Samier, E. and Schmidt, M. (Eds), Emotional Dimensions of Educational Administration and Leadership, Routledge, New York, NY, pp. 97‐108.",{},{"id":26,"text":2300,"url":26,"identifiers":2301},"Zembylas, M. and Iasonos, S. (2010), “Leadership styles and multicultural education approaches: an exploration of their relationship”, International Journal of Leadership in Education, Vol. 13 No. 2, pp. 163‐83.",{"doi":2302},"10.1080\u002F13603120903386969",{"id":26,"text":2304,"url":26,"identifiers":2305},"Zorn, D. and Boler, M. (2007), “Rethinking emotions and educational leadership”, International Journal of Leadership in Education, Vol. 20 No. 2, pp. 137‐51.",{"doi":2306},"10.1080\u002F13603120601174345",{"id":2308,"createTime":2309,"updateTime":2310,"relativeEntities":2311,"slug":2312,"properties":2313,"entityType":766,"verifyStatus":25,"verifyTime":2310,"verifyNote":767,"syncStatus":28,"languages":2321,"translateLanguages":26,"viewCount":36,"primaryUrl":2322,"fullTextUrl":26,"authors":2323,"publicationType":808,"publisherRelationship":2380,"citationCount":26,"citationInfo":26,"publishDate":2413,"publishYear":2414,"citationAnalyzeStatus":28,"lastCitationAnalyze":26,"indexDatabases":26,"openAccess":26,"references":2415,"isForceReanalyzing":932},"d03d5f9b-60f8-47c1-8f01-5f56c277eb3f","2024-04-22T00:08:49.898+00:00","2024-12-25T02:09:06.443+00:00",[],"Successful-school-principalship-in-Danish-schools",{"keywords":2314,"abstract":2315,"title":2317,"doi":2319},{},{"EN":2316},"\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Purpose\u003C\u002Fjats:title>\u003Cjats:p>Aims at conceptualizing and investigating the meaning of good school principalship within the space for manoeuvring that is available within the context of Danish comprehensive schools. The paper aims to present findings from case studies of two Danish schools within the frame of reference.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Design\u002Fmethodology\u002Fapproach\u003C\u002Fjats:title>\u003Cjats:p>Outlines the educational context for the Danish schools and gives a short account of the point of departure for the analysis. The perspective in this study is that leadership is about communication, decision making and community building at several levels in schools. In the beginning of the project a series of interviews with stakeholders in those schools was conducted. That formed the basis for the accounts of the first two schools. Later on a number of key stakeholders in the schools were observed and interviewed and that is the basis for the account of the third Danish school.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Findings\u003C\u002Fjats:title>\u003Cjats:p>The findings show that whilst there is a high degree of consensus amongst the schools and the stakeholders, there are also different points of view. Also shows a pattern of successful leadership communication and community building.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>\u003Cjats:sec>\u003Cjats:title content-type=\"abstract-heading\">Originality\u002Fvalue\u003C\u002Fjats:title>\u003Cjats:p>An investigation of the importance and contribution of the principal to the quality of education in Denmark.\u003C\u002Fjats:p>\u003C\u002Fjats:sec>",{"EN":2318},"Successful school principalship in Danish schools",{"VOID":2320},"10.1108\u002F09578230510625665",[102],"https:\u002F\u002Fwww.emerald.com\u002Finsight\u002Fcontent\u002Fdoi\u002F10.1108\u002F09578230510625665\u002Ffull\u002Fhtml",[2324,2341,2354,2367],{"id":2325,"sortIndex":114,"researcher":26,"roles":2326,"affiliations":2327,"properties":2338},"88d53d45-69c9-43e3-b221-270f8d0bb61b",[],[2328],{"id":2329,"sortIndex":36,"affiliation":2330,"properties":26},"97684e34-dec9-455c-bb78-170a675abf6a",{"id":2331,"createTime":2332,"updateTime":2332,"relativeEntities":2333,"slug":2334,"properties":2335,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},"8d667d03-86b0-4794-a6be-e31f70079c7e","2024-04-22T00:08:49.909+00:00",[],"The-Danish-University-of-Education-Copenhagen-Denmark",{"title":2336},{"EN":2337},"The Danish University of Education, Copenhagen, Denmark",{"title":2339},{"EN":2340},"KlausKasper Kofod",{"id":2342,"sortIndex":115,"researcher":26,"roles":2343,"affiliations":2344,"properties":2351},"74478d4d-e36b-41b2-bc6e-b77e0303efea",[],[2345],{"id":2346,"sortIndex":36,"affiliation":2347,"properties":26},"e5bada28-7a31-4f38-bc18-c25bcdb9ac89",{"id":2331,"createTime":2332,"updateTime":2332,"relativeEntities":2348,"slug":2334,"properties":2349,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":2350},{"EN":2337},{"title":2352},{"EN":2353},"JohnKrejsler",{"id":2355,"sortIndex":59,"researcher":26,"roles":2356,"affiliations":2357,"properties":2364},"3570bdc0-bd53-445a-b745-200653318041",[],[2358],{"id":2359,"sortIndex":36,"affiliation":2360,"properties":26},"111de10a-85b9-41c4-bcfe-d370a198cb80",{"id":2331,"createTime":2332,"updateTime":2332,"relativeEntities":2361,"slug":2334,"properties":2362,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":2363},{"EN":2337},{"title":2365},{"EN":2366},"BentBrandt Jensen",{"id":2368,"sortIndex":36,"researcher":26,"roles":2369,"affiliations":2370,"properties":2377},"a61e18de-dc5f-4ecb-b578-98a8c59de622",[],[2371],{"id":2372,"sortIndex":36,"affiliation":2373,"properties":26},"66b16ad7-b55b-4f1e-a101-8287f38cae0c",{"id":2331,"createTime":2332,"updateTime":2332,"relativeEntities":2374,"slug":2334,"properties":2375,"entityType":98,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36},[],{"title":2376},{"EN":2337},{"title":2378},{"EN":2379},"LejfMoos",{"url":26,"publisher":2381,"properties":2406},{"id":659,"createTime":660,"updateTime":661,"relativeEntities":2382,"slug":663,"properties":2383,"entityType":24,"verifyStatus":28,"verifyTime":26,"verifyNote":26,"syncStatus":28,"languages":26,"translateLanguages":26,"viewCount":36,"subjectFields":2389,"manageAffiliations":2390,"indexDatabases":2391,"url":744,"thumbnailPath":26,"statistic":26,"gsStatistic":26,"type":26,"analyzePriority":26},[],{"country":2384,"issn":2385,"introduce":2386,"eissn":2387,"title":2388},{"VOID":666},{"VOID":668},{"EN":670},{"VOID":672},{"EN":674},[],[],[2392,2399],{"id":706,"indexDatabase":2393,"url":721,"indexYears":26,"academicFieldIds":2398,"indexDatabaseRanking":26},{"id":708,"createTime":709,"updateTime":710,"relativeEntities":2394,"label":2395,"description":2396,"key":717,"publicationTags":2397,"standard":26},[],{"EN":713,"VI":713},{"VI":715,"EN":716},[719,720],[723],{"id":725,"indexDatabase":2400,"url":738,"indexYears":739,"academicFieldIds":2405,"indexDatabaseRanking":743},{"id":727,"createTime":728,"updateTime":729,"relativeEntities":2401,"label":2402,"description":2403,"key":735,"publicationTags":2404,"standard":26},[],{"EN":732,"VI":732},{"EN":732,"VI":734},[737],[741,742],{"volume":2407,"pages":2409,"issue":2411},{"VOID":2408},"43",{"VOID":2410},"563-572",{"VOID":2412},"6","2005-12-01",2005,[2416,2419,2422,2425,2428,2432,2435,2439,2442,2445,2449],{"id":26,"text":2417,"url":26,"identifiers":2418},"Blase, J., Blase, J., Anderson, G.L. and Dungan, S. 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