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This paper explores the theoretical framework of teaching deliberative democratic leadership by examining teacher deliberative competency from theories of deliberative democracy. The research described the theoretical framework of deliberative democratic leadership as a heuristic in the practice of teaching deliberative democratic leadership. Through exploratory factor analysis, Teacher Deliberative Competency Scale (TDCS) reduced to 7-factor structure: ethic, inclusion, well-informed, publicity, deliberation, reciprocity and consensus. Results suggest that TDCS provides instructions for teaching deliberative democratic leadership.

The primary aim of this study was two-fold: 1) to identify information communication technology (ICT) acceptance of kindergarten parents that influence parents' deliberative belief and empowerment by applying the socio-technical systems theory as theoretical framework; and 2) to examine the mediated effect of deliberative belief between ICT acceptance and empowerment. A total of 949 elementary school and kindergarten parents in Taiwan were asked to complete questionnaire about their ICT acceptance, deliberative belief, and empowerment. Structural equation modeling (SEM) was utilized to evaluate the validity of structural/ latent model. The results revealed that deliberative belief, mediate the relationship between the ICT acceptance and empowerment among parents. ICT acceptance had effect on deliberative belief, and deliberative belief had the effects on empowerment. According to this information, it is recommended that school administrators should encourage parents and teachers together to improve and enhance their deliberative belief, ICT acceptance that may lead to more positive parents' empowerment in school governance.

Aristotle proposed that deliberation in the political arena facilitates citizens' abilities to deliberate about the ultimate interests of human beings, identify the highest human benefit achievable given the circumstances, and develop moral virtues and good deeds. Appealing to Aristotelian deliberation, this study investigates the relationships among normative deliberative beliefs, personal deliberative beliefs, and organizational citizenship behavior among senior/vocational high school teachers. A survey was completed by 202 Taiwanese senior/vocational high school teachers. The results, derived from structural equation modeling, reveal that the direct contribution of normative deliberative beliefs to organizational citizenship behavior was rather weak, but personal deliberative beliefs contribute significantly to the organizational citizenship behavior in teachers. Implications for these findings are discussed.

Some of the key issues in pedagogy are the way of students' peer learning, collaboration, and team work at school. Friendship quality is essential for academic achievement by peer learning and team work. In line with that, the aim of the present study is to examine the associations between variables that are positive perception, deliberative belief and friendship quality utilizing structural equation modeling. The sample of research consists of 302 college student from Taiwan by random multistage cluster sampling method. Three main hypotheses are tested: (a) positive perception predicts students' deliberative belief; (b) deliberative belief predicts friendship quality; and (c) positive perception predicts friendship quality. The SEM model has good conditions in terms of fitness indices and fitness data. The results reveal that positive perception is significantly predictive of deliberative belief. Furthermore, deliberative belief is a strong predictor of friendship quality. The quantitative findings recommend that promoting students' positive perception and applying deliberative pedagogy might improve their friendship quality.

Aristotle once said that moral deliberation is supposed to find reasons, which may lead us to renounce spurious moral beliefs in pursuit of authentic goodness. The aim of this study was to construct a theoretical model, based on Aristotle's deliberation theory framework, representing college students' attitudes toward volunteering in nursing homes; the effects of deliberative belief and critical thinking on the theoretical model was analyzed. We examine the relationship between deliberative belief, critical thinking and volunteering attitude in 308 college students in Taiwan by utilizing survey questionnaires and the data gathered was analyzed by structural equation modeling. Results indicate that there is a positive relationship between deliberative belief and engagement attitude in volunteering nursing homes. However, there was also an insignificant relationship found between critical thinking and engagement attitude for the same group of volunteers in nursing homes. A positive relationship between deliberative belief and critical thinking was also established. In this study, it was found out that deliberation has impacts on college students' engagement attitude while volunteering in nursing homes. It also verifies Aristotle's theory that states "Virtuous actions are nourished through means of practical deliberation, deliberating with a good end, identifying the right means, and doing so in a timely way via practical wisdom" by statistic method. These findings have significant implications for strategies for promoting of students' attitude towards volunteering in nursing homes.

Some of the key issues in pedagogy are the way of students' peer learning, collaboration, and team work at school. Friendship quality is essential for academic achievement by peer learning and team work. In line with that, the aim of the present study is to examine the associations between variables that are positive perception, deliberative belief and friendship quality uterizing structural equation modeling. The sample of research consists of 302 college student from Taiwan by random multistage cluster sampling method. Three main hypotheses are tested: (a) positive perception predicts students' deliberative belief; (b) deliberative belief predicts friendship quality; and (c) positive perception predicts friendship quality. The SEM model has good conditions in terms of fitness indices and fitness data. The results reveal that positive perception is significantly predictive of deliberative belief. Furthermore, deliberative belief is a strong predictor of friendship quality. The quantitative findings recommend that promoting students positive perception and applying deliberative pedagogy might improve their friendship quality. Keywords: positive perception, deliberative belief, friendship quality, structural equation modeling, college student, 1. Introduction Educational researches tend to focus on the impacts of friendship on educational achievement (Ho, 2016), individual development as well as adjustment (Ladd, Kochenderfer & Coleman, 1996). Additionally, psychological [...]

Aristotle once said that moral deliberation is supposed to find reasons, which may lead us to renounce spurious moral beliefs in pursuit of authentic goodness. The aim of this study was to construct a theoretical model, based on Aristotle's deliberation theory framework, representing college students' attitudes toward volunteering in nursing homes: the effects of deliberative belief and critical thinking on the theoretical model was analyzed. We examine the relationship between deliberative belief, critical thinking and volunteering attitude in 308 college students in Taiwan by utilizing survey questionnaires and the data gathered was analyzed by structural equation modeling. Results indicate that there is a positive relationship between deliberative belief and engagement attitude in volunteering nursing homes. However, there was also an insignificant relationship found between critical thinking and engagement attitude for the same group of volunteers in nursing homes. A positive relationship between deliberative belief and critical thinking was also established. In this study, it was found out that deliberation has impacts on college students' engagement attitude while volunteering in nursing homes. It also verifies Aristotle's theory that states 'Virtuous actions are nourished through means of practical deliberation, deliberating with a good end, identifying the right means, and doing so in a timely way via practical wisdom' by statistic method. These findings have significant implications for strategies for promoting of students' attitude towards volunteering in nursing homes Keywords: deliberative believe, critical thinking, volunteering engagement, nursing home, structural equation modeling, Introduction The behavior towards volunteering is conspicuous for civic society development by considerable research. It plays an imperative part in what constructs maturity of the modern society. Students who develop [...]

This paper describes a study designed to examine the relations between knowledge, attitude and behavior towards educational policy-making. Understanding parents' knowledge in terms of attitude is important to predict behavior for participation in educational policy-making. Factors affecting parental participation in educational policy-making are investigated using the theory of planned behavior (TPB) with focus on the causal relationship of policy knowledge to parental attitude toward educational policymaking process and their effect on the attitude in participation frequency in educational policy-making process. Parents (N = 997) were surveyed using structural equation modeling to verify 3 hypotheses; support was found for two of them. Findings suggest that the modified model fits the data well and reveal that knowledge has direct effect on attitude, but only indirect effect on behavior. This study provides a new prospective on the mechanism of participation in educational policy-making process through TPB model constructs, and offers implications for understanding parental participation in educational policymaking. (Contains 2 figures and 3 tables.)

This paper describes a study designed to examine the relations between knowledge, attitude and behavior towards educational policy-making. Understanding parents' knowledge in terms of attitude is important to predict behavior for participation in educational policy-making. Factors affecting parental participation in educational policy-making are investigated using the theory of planned behavior (TPB) with focus on the causal relationship of policy knowledge to parental attitude toward educational policymaking process and their effect on the attitude in participation frequency in educational policy-making process. Parents (N=997) were surveyed using structural equation modeling to verify 3 hypotheses; support was found for two of them. Findings suggest that the modified model fits the data well and reveal that knowledge has direct effect on attitude, but only indirect effect on behavior. This study provides a new prospective on the mechanism of participation in educational policy-making process through TPB model constructs, and offers implications for understanding parental participation in educational policy-making. Keywords: participation in educational policy-making, parental participation, policy knowledge, theory of planned behavior, Introduction Parental participation in educational system faces a number of changes in their opportunities and obstacles. Under a democratic climate, effective school advocates, policy of school-based management, formalization of parents' [...]

Guided by the general incentives rational action model and deliberative participatory democracy framework, we investigated whether deliberative beliefs, including normative and personal aspects, mediate the relationship between distributive, procedural, and interactive organizational justice and intention to participate in professional associations. Self-report measures of organizational justice, deliberative belief, and intention of participation were obtained from 789 early childhood educators in Taiwan. Structural equation modeling was used to analyze the proposed model. According to the results of the study, there is a relationship between organizational justice and intention of professional association participation, and a fully significant mediation effect was found for deliberative beliefs between organizational justice and intention to participate. These findings are discussed with respect to improving professional association participation and applying deliberative pedagogy. [ABSTRACT FROM AUTHOR]

The present study explores the mediating role of deliberative belief and the moderating role of gender on the relationships between Facebook® addiction and self-efficacy for learning among 690 college students. Self-administered questionnaires, including a Facebook® Addiction Scale, a Deliberative Belief Scale and a Self-efficacy for Learning Scale were utilized to collect the data. The results indicated that there was a negatively significant relationship between Facebook® addiction and deliberative belief (β = − 0.25, p < .001) and a positively significant relationship between deliberative belief and self-efficacy for learning (β = + 0.53, p < .001). A multigroup analysis using structure equation modeling also demonstrated that gender moderated the relationship between Facebook® addiction and deliberative belief. The findings revealed that high Facebook® addiction was associated with decreased deliberative belief, which was further associated with decreased self-efficacy for learning. Moreover, Facebook® addiction tends to significantly reduce the self-efficacy for learning for male students but not for female students. [ABSTRACT FROM AUTHOR]