Browsing by Author "Cho, Seokhee"

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    Building Institutional Brand Personality: The Effect of the Creative Problem Solving Ability Attributes of School Managers
    (Journal of Communications, Media & Society, 2017-05) Semarco, Stanley K. M.; Cho, Seokhee
    The study examined the linkages between creative problem-solving ability attributes and the specific components of the institutional (corporate) brand personality dimensions; as well as the predictive influence of creative problem solving ability attributes on the aggregated institutional brand personality of Ghanaian basic schools. Two hundred and seventy-nine headteachers and 558 teachers provided data using the creative problem-solving ability attributes and brand personality dimensions inventories. The structural equation modelling result showed that the hypothesised model of the linkage between creative problem-solving ability attributes and institutional brand personality fit the data. Results also indicated that divergent thinking had a significant indirect effect on brand personality, with motivation and knowledge showing significant direct effects. The implication of the findings when it comes to school leaders creatively providing solutions and determining the schools brand personality was discussed.
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    The Predictive Influence of Headteachers’ Task-Oriented Managerial Leadership Behaviours on Teachers’ Retention Intentions in Ghana
    (Sage Publications, 2018) Semarco, Stanley K.M.; Cho, Seokhee
    The study examined if significant dynamic and reciprocal relationships exist among the taskoriented managerial behaviours of headteachers, and how these behaviours specifically and jointly influence teachers’ retention intention. Out of the multistage sampled 350 schools, suitable questionnaires from 279 schools representing 558 questionnaires filled by teachers provided data on 279 headteachers. The analysis showed that headteachers’ problem-solving behaviour, clarifying behaviour and monitoring operations behaviour influenced their planning activities as leaders. The planning behaviour significantly predicted retention intention and had a significant mediating effect on the relationships between clarifying, monitoring, and problem- solving behaviours on one hand and teachers’ retention intention on the other. The implications of the study’s findings and future research directions are discussed.