This study aims to determine the relationship between psychological contract, psychological well-being and the intention to leave. The sample of this study consists of 118 teachers in 10 schools that were selected randomly with clustered sampling methods from the schools in Osmaniye province in the 2015-2016 academic year. Data were analyzed using a hierarchical multiple linear regression method with SPSS 22; a modgraph was used to moderate tests. The results of the moderator tests showed that psychological well-being was a moderator of the relationship between the short-term relations component of the psychological contract and teachers’ intention to leave levels. This study also indicated that transactional psychological contracts (short-term relations) had a negative effect on teachers’ intention to leave levels, and psychological well-being had a positive effect on teachers’ intention to leave levels. In the light of the findings, to create more positive educational environments, it would be beneficial for policy makers and top managers to take psychological constructs into consideration at all stages of management. However, future researchers should focus on the different dimensions of psychological contracts and psychological well-being that may also be related to the intention of teachers to leave.

The purpose of this study is to investigate the impact of workplace spirituality on organizational commitment and the moderating role of gender. 112 teachers, working in Gaziantep, in the 2015-2016 academic year, were assessed using the workplace spirituality scale improved by Ashmos and Duchon and translated into Turkish by researchers and also the organizational commitment scale by Meyer and Allen, adapted to Turkish by Wasti. At the end of the research, it was found that there was a moderating role of gender in relation to workplace spirituality with organizational commitment. While the spirituality of the in workplace increases, organizational commitment increases, and male teachers’ organizational commitment was more than female teachers’

Workplace bullying is unwanted and unwarranted and has negative consequences for the victim, his colleagues and the whole organization. With the present study, we aim to clarify the interactive effects of workplace bullying from the victims’ perception and organizational culture on the teachers ‘Machiavellianism which is a personality syndrome aiming the realization of one’s own profits with every possible means. The sample consisted of 103 teachers working in different schools in Gaziantep, Turkey. Data was analyzed by the hierarchical multiple linear regression method at SPSS 22 and ModGraph-I was used at moderating tests. The results showed that being bullied was not a significant predictor of Machiavellianism. However, organizational culture significantly and positively predicted Machiavellianism, and the main effect of being bullied on Machiavellianism was qualified by the interaction: “higher Machiavellianism was associated with higher workplace bullying under conditions of higher organizational culture.” Organizational culture operated as an exacerbation under conditions of workplace bullying.

Throughout the 1980s and 90s there was international interest in the UK’s extensive experience (which began in the 1970s) with measures to alleviate youth unemployment. Today the UK attracts international attention on account of its low rates of youth unemployment and NEET, its (still) relatively rapid education-to-work transitions, and (according to the OECD) its sustainable system for funding mass higher education. This paper uses a transitions regime paradigm to overview the outcomes of 40 years of change in England’s lower and upper secondary education, government-supported training, welfare provisions, economy and labour markets. We see how government policies polarise schools and young people into those who are achieving and those who are failing. Then, as employers become more influential, young people are re-sorted into the employment classes that have been formed during 30 years of change in the economy and labour market. Most from the former achieving group are pulled into the centre, between the smaller numbers on the one side who are embarking on elite careers, and on the other those who become part of a precariat class.

The study examined the level of autonomy among basic school teachers in the Central Region of Ghana and the effect of teacher demographic characteristics on the level of teacher autonomy. The explanatory sequential design was adopted. Using the systematic sampling technique, a total of 315 basic school teachers were sampled for the quantitative phase of the study whilst 12 teachers were sampled for the qualitative phase through the purposive sampling technique. Eighteen (18) items Likert-scale was adapted from Pearson and Hall and used for the quantitative phase. A semi-structured interview guide was designed to collect data to further elaborate the study’s key findings. Both descriptive and inferential statistics were used to analyse the quantitative data whilst the interview was analysed thematically. The study revealed that teachers in the Central Region of Ghana hold positive perceptions about their autonomy with the level of autonomy being moderate. It further established that teacher autonomy is affected by gender positively whilst age and teaching experience affects their level of autonomy negatively. Based on the findings, it is recommended that the Ghana Education Service (GES) and school heads should organize in-service programmes aimed at informing basic school teachers on the extent of autonomy that they have in the process of implementing the curriculum.

Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.

Gender equality in the workplace and social life has been argued especially since industrialization. Despite the belief that the education profession is suitable for women, the education sector has been one of the most discussed sectors due to the low number of female managers. Doubtless, gender stereotypes and attitudes toward women contribute to these inequalities. This research aimed to examine the attitudes, which may be an important part of this inequality, of teachers towards female principals. The universe of the research is consisted of the teachers and administrators at public schools in Adana's districts (Seyhan, Cukurova, Yuregir, and Saricam) province where women held an administrative position in the 2015-2016 academic year. The sample consisted of 818 teachers and administrators. A descriptive survey method was used to conduct the research. Attitudes toward Women Managers Scale were used to collect data. Statistical Package for the Social Sciences (SPSS) software was applied to analyze the data. For descriptive statistics, frequency, percent, average and standard deviation were used. For the statistical analysis T-Test and ANOVA tests were applied. As a result of the data analysis; significant differences between the groups according to gender, age groups, status and, level of the schools were found.

Indonesia has achieved equal parity in access to education, income, and career opportunities. Yet in many parts of the country, female academic leaders are still highly under-represented in top academic boards. This study examines how fourteen (14) Indonesian female higher education academic leaders (FALs) enact identity salience and agency in performing their duties, while experiencing social control schemas or ‘triple binds’—exigencies of gender roles, unequal power-plays due to social status and positions, and lack of organizational resources and capital in higher education—in Indonesia, one of the world’s emerging economies still consolidating democracy and building necessary social, fiscal, and physical infrastructures. Taken as a whole, the study found the ‘triple binds’ as aggregate constraints for female leadership progression, driving female academic leaders to resist and rise above this discursive struggle and confrontation through sense-making, assertiveness, depth of conviction, a take-charge attitude, and the use of other tactical strategies like networking with key gatekeepers to obtain the resources they need. The study presents a framework of the triple binds that university leaders can use to assess constraints to academic leadership.

A qualitative study examining female and male Saudi principals’ perceptions of instructional leadership was conducted using an electronic survey. While teacher supervision and supporting new instructional strategies were themes that emerged from the data from both genders, the female participants provided more detail on what they personally did in both areas and identified more altruistic personal virtues that they felt instructional leaders should model. Female Saudi principals also identified active problem-solving as part of their instructional leadership as compared to male Saudi principals who reported directing school improvement efforts through their leadership team. Theories of instructional leadership were developed for each gender from participant responses that indicate that female Saudi principals define and enact instructional leadership in more relational and interactive terms than their male counterparts.

This article aims to explore the views of primary school teachers regarding the educational leadership exercised by leader teachers at the human resource management level, and how this can affect their willingness to communicate and collaborate. The theoretical framework analyzes the dimensions of human resource management by a leader teacher, as a communication channel, team empowerer, and creator of a climate of trust. The research was carried out using quantitative method, with a closed digital questionnaire which was completed by 693 primary school teachers from whole Greece. Initially, the analysis was carried out through descriptive statistics and then selected questions were analyzed by statistical inference test. The findings show a shift towards the model of a transformational leader, despite the country’s education system remaining highly centralized. In addition, the findings show a correlation between democratic and cooperative staff management, with the axes of inspiration and responsibility on the teachers’ side. This article highlights whether the communication skills of a leader teacher affect the functioning of the school. The research was carried out during a pandemic and thus it was not possible to collect qualitative data using interviews with leader teachers so that we can have a comparative approach to the issue.

Women’s work has been acknowledged as an important tool towards effective leadership and economic development in Nigeria and Africa in general. It is important therefore, to accept their presence and encourage the active role they play in the labour force which at the long run impacts the economy positively knowing full well that they make up noticeable portion of the world’s population. This study evaluated the contribution of job autonomy, workload and home-work conflict to the job satisfaction of employed women in universities in Ogun State, Nigeria. A descriptive survey design was used to draw 200 women through multi-stage sampling technique. Standardized questionnaires were used to obtain responses from respondents. Four hypotheses postulated were analyzed using correlation matrices and multiple regression analysis and the level of significance was at 0.05 level. Findings show that job autonomy, workload, and home-work conflict jointly contributed to job satisfaction with 10.1% variance (Adj. R2 = .101) while workload predicted female employees job satisfaction the most. It was concluded that university management should introduce flexibility in work schedules and restructure job descriptions to allow female employees have more autonomy so as to reduce the effect of home-work conflict and pressure associated with workload.

This study aims to evaluate the leadership practices of a sample of secondary school principals in the Madrid region. An attempt will be made to provide some insights into their professional profile, their performance of leadership tasks, and the different elements that define their leadership model. An online questionnaire was used to collect their opinions on the day-to-day performance of their leadership role, as well as on the factors that influence their leadership style. From a methodological point of view, a quantitative approach is used within an interpretative framework, given that the emphasis is not on the generalisation of results but on understanding how school principals operate in their particular context. Results revealed that instructional leadership in Spain is still seen as a challenging goal for principals. This is closely in line with the bureaucratic nature of the headship role in Spanish schools.

The study aims to determine the relationship between school administrators’ paternalistic leadership behaviours and teachers’ work alienation levels. The research sample group involves 205 teachers working in the Anatolian high schools in the central district of Siirt. Research data was collected through the “Paternalistic Leadership Behaviours Scale of School Principals” and the “Work Alienation Scale”. According to the descriptive and Pearson correlation analysis results of the research, it was determined that the paternalistic leadership behaviours of the school administrators are at a “strongly agree” level while the work alienation of the teachers is at a “somewhat agree” level, and a negative moderate significant relationship was found between the paternalistic leadership behaviours and the teachers’ work alienation levels. The path analysis revealed that benevolent leadership predicts the powerlessness and meaninglessness dimension negatively significantly; authoritarian leadership predicts the powerlessness dimension positively significantly, and moral leadership predicts meaninglessness and self-estrangement negatively significantly. Moreover, it was also established that, in general, paternalistic leadership behaviours predict the teachers’ work alienation negatively significantly as a whole. As a result of the research, school administrators were suggested to display helpful and ethical behaviours by watching over the teachers in various matters.

This study is aimed to find out the mediating role of work-life balance in the relationship between job stress and career satisfaction. The responses of high school teachers to career satisfaction, work life balance and work stress scales were utilized in the study. The data was analyzed using SPSS 26, Lisrel 8.80 and Jamovi 2.3. According to the results, one of the important determinants of teachers' career satisfaction is the work-life balance; there is a negative relationship between job stress and career satisfaction, and as the job stress increases, the work-life balance decreases. Finally, in the model, it was found that teachers’ job stress has a direct effect on career satisfaction, but also has an indirect effect through work-life balance. Based on all these results, educational organizations need to reorganize the work environment and conditions that will provide career satisfaction and work-life balance to their employees. However, while making these arrangements, it is of great importance to eliminate or even remove the factors that create job stress.

Studies conducted on learners rarely focus their investigations on learner perceptions of pre-service teachers’ classroom management practices. In response to the changing school environments, this study investigated learners’ perceptions of pre-service teachers’ classroom management practices. A survey design was adopted in which 550 grade 11 secondary school learners from eleven secondary schools in the Copperbelt Province in Zambia formed the sample. A Likert scale questionnaire was used to collect data which was analysed using SPSS and also through an iterative process. The study revealed that learners positively perceived pre-service teachers’ classroom management practices. This is indicated by pre-service teachers’ interest in learners’ welfare, possessing good personal qualities, ability to handle learners’ disruptive behaviours, ability to teach effectively, and ability to assess learners effectively. Using an independent samples t-test, it was concluded that there were no statistically significant gender differences in learners’ perceptions of pre-service teachers’ classroom management. Regardless of which institution pre-service teachers came from, learners had a positive impression of pre-service teachers in terms of learner discipline (60%), assessment of learners (66.3%), learner and pre-service-teacher relationship (64.7%), pre-service teachers’ ability to teach (54%), interest in learner welfare (58.5%), pre-service teachers’ personal characteristics (82.6%) and acceptance of pre-service teacher (46.9%).

This study aims to investigate the views of active primary and secondary education teachers in Greece while implementing educational administration in the modern Greek school for issues related to multiculturalism and their intention to take an active role in co-shaping internal education policy, considering the country's centralized educational system and the flexibility it leaves for the participants in everyday educational reality. 1052 Primary and Secondary education teachers from Greece took part in the research. Descriptive statistics were used, followed by a test of the effect of the sample's social profile on their perceptions, and complex statistical analyzes such as correlations and multiple regression. The findings shape an educational leader who embraces the core principles of intercultural education. According to teachers, these findings are also considered encouraging, since they delineate a teacher who no longer rests, only, in their pedagogical duties, but understands that they must be part of the educational life. Finally, the findings confirmed the influence that an educational leader can exert with their behavior on the teachers at their school. This research sets the basis for the delineation of educational administration in the modern Greek multicultural educational reality by utilizing various statistical methods.

This study addresses the emergence of unwarranted conflicts and raptured ties within teacher-to-principal and teacher-to-teacher interactions. It highlights the neglect of emotions in relationships, which has been a gap in this research. Unlike existing scholarly focus on cognitive and pragmatic aspects of relationships, this study explores emotional geographies. Its objective is to promote positive relationships between and among teachers and principals by examining emotionality in their political and professional geographies. Furthermore, it seeks to formulate a policy and develop a program that restores ruptured interactions. This research employed an exploratory sequential mixed method. The qualitative analysis involved thematic and reflexive analysis. Statistical methods, such as frequencies and percentages, weighted mean, and Pearson correlation coefficient, were employed for quantitative analysis. The findings identified both positive and negative behaviors in the political and professional geographies. The results of the interviews produced a four-quadrant chart. Positive behaviors were positioned in Quadrants I and IV, and negative behaviors in Quadrants II and III. Pearson correlation coefficient indicated a moderate positive correlation in the interactions of teachers with the principal and interaction with colleagues in both political and professional geographies. This study concludes that addressing emotional geographies is crucial to repairing strained relationships between teachers and principals and among teachers. The formulation of educational management policies and programs is a vital step toward achieving this goal.

There is little empirical evidence that convinces the effectiveness of distributed leadership in contemporary educational research. Thus, many distinguished scholars suggest its’ statistical examination. Considering this need, the primary purpose of this study was to investigate the effects of principals’ distributed leadership practices on students’ learning outcomes at Technical and Vocational Education Training schools in Eritrea. The study was conducted based on quantitative design and applied structural equation modelling. A sample of six hundred and three students was employed. The researcher developed the structural equation model to test a model that hypothesized the relationship between the major variables using path analysis. The study results demonstrate that the principals’ distributed leadership practice has a direct and significant (.883, p<.001) effect on students’ learning outcomes keeping other things constant. The strongest predictor of students’ learning outcomes was capacity building, given it has the largest path coefficient (β=.346). Moreover, findings show gender disparity among the respondents and in terms of turnout rate; nevertheless, it was not statistically significant (p<.001). One of the study’s contributions is that it developed and assessed the validity of the principals’ distributed leadership practice scale for Eritrea’s TVET schools through CFA model. The study offered basic evidence that distributed type of leadership is a significant predictor of learning outcomes by exploring six factors of leadership practices, which shows a promising area for practice and future studies.