Workplace Spirituality and Readiness for Innovative Education in International Schools of Shaanxi, China: A Pilot Test
Keywords:
Workplace spirituality, Readiness for innovative education, Academic staff, International schools, School culture and supportAbstract
This study aims to explore the role of workplace spirituality in enhancing the readiness of academic staff to foster innovative educational practices in international schools in Shaanxi, China. The research employed a structured questionnaire designed to measure seven key constructs: workplace spirituality, readiness for innovative education, organizational justice, cross-cultural competency, work-life balance, school culture and support, and curriculum adaptation. To ensure the feasibility and effectiveness of the research design and methodology, a pilot study was conducted with a sample of 50 academic staff members selected using simple random sampling from various international schools in Shaanxi Province. The reliability and validity of the questionnaire were rigorously assessed. Cronbach's alpha values for the constructs ranged from 0.76 to 0.85, demonstrating acceptable to excellent internal consistency. Additionally, Pearson’s correlation coefficient was used to evaluate the relationships between constructs, confirming the questionnaire's construct validity. The correlation matrix revealed significant positive correlations between workplace spirituality, readiness for innovative education, and school culture and support.
The results of this pilot study indicate that the research instrument is both reliable and valid, providing a robust tool for assessing the interplay between workplace spirituality and readiness for innovative education among academic staff in international schools. These findings have important implications for policy and practice, suggesting that fostering a spiritually enriched work environment can enhance educational innovation. The study contributes to the growing body of literature on workplace spirituality by highlighting its potential influence on educators' preparedness to adopt innovative teaching methods, thereby supporting the continuous improvement of educational practices in international contexts.
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