Faculty readiness for online crisis teaching: The role of responsible leadership and teaching satisfaction in academia
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 12 August 2022
Issue publication date: 7 November 2022
Abstract
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.
Keywords
Acknowledgements
This research/paper did not receive any specific grant from funding agencies in the public, commercial or not-for-profit sectors.
Citation
Islam, M.S. and Haque, A. (2022), "Faculty readiness for online crisis teaching: The role of responsible leadership and teaching satisfaction in academia", International Journal of Educational Management, Vol. 36 No. 7, pp. 1112-1130. https://doi.org/10.1108/IJEM-02-2022-0067
Publisher
:Emerald Publishing Limited
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