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Faculty readiness for online crisis teaching: The role of responsible leadership and teaching satisfaction in academia

journal contribution
posted on 2024-02-06, 02:01 authored by Md Shamirul Islam, MD Amlan HaqueMD Amlan Haque
Purpose: This paper aims to examine the role of responsible leadership in faculty readiness for online crisis teaching (FROCT) in higher education institutions (HEIs). Additionally, the paper investigates the mediating effect of teaching satisfaction on the relationship between responsible leadership and FROCT. Design/methodology/approach: An online survey was conducted to collect responses from 437 faculty members from Bangladeshi HEIs. A partial least square structural equation model was employed to examine the research hypotheses. Findings: Responsible leadership has no direct relationship with FROCT; however, responsible leadership increases teaching satisfaction. Teaching satisfaction acts as a significant mediator between responsible leadership and FROCT. A symbiotic relationship between responsible leadership and teaching satisfaction is essential for improving FROCT. The findings of this study, in general, emphasise the importance of teaching satisfaction in facilitating the implementation of the responsible leadership model in HEIs. Originality/value: Despite numerous studies on faculty online teaching, extant literature lacks empirical evidence on the relationship between responsible leadership, teaching satisfaction, and FROCT in HEI settings. This study provides evidence for implementing the responsible leadership model in developing countries' HEIs.

History

Volume

36

Issue

7

Start Page

1112

End Page

1130

Number of Pages

18

ISSN

0951-354X

Publisher

Emerald

Language

en

Peer Reviewed

  • Yes

Open Access

  • No

Acceptance Date

2022-07-26

Era Eligible

  • Yes

Journal

International Journal of Educational Management

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