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.

Self Directed learning, oral presentation and peer group assessment are some of the phrases gaining momentum in the domain of teaching and learning. The merits and challenges in using them had attracted the attention of many educational researches. This study hopes to contribute by investigating one element which plays an important role in oral presentation. Language plays an important role in conveying the message. The uniqueness of this study lies in the language used by the presented and the participants. The Sign Language was used, where the raters consist of two groups of people. Only one group knows the sign language. The participants of study are 36 pre-service teachers. A total of 20 pre-service teachers are undergoing training to become hearing impaired special education teachers. As such, sign language is included in the programme. The balance 16 pre-service teachers enrolled in TESL programme. The presenter, himself is a hearing impaired pre-service teacher. Therefore, he had to use the sign language during his oral presentation, know sign language. The pre-service teachers had assessed the presenter using three criteria. These are communication, content and delivery. The findings show that comprehension and interpreting the rubrics used during oral presentation is crucial. As such it is suggested that students are consulted when drawing the rubrics.

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.

In this research, it has been aimed to determine the relationship between teachers’ perception of organizational trust and innovative behaviours. The relational survey model was used in this study. The universe of the research has been constituted teachers in Şırnak province. The sample of the study has been formed of 151 teachers working in 35 schools, which were detachedly determined from the study universe. The data of the research have been gathered by “Individual Knowledge Form”, “Organizational Trust Scale” and “Innovative Behaviour Scale”. Descriptive analyses, correlation, reliability analysis and regression analyses have been performed to the data by the help of SPSS programme. Results of the regression analyses showed that participant teachers’ perception of organizational trust significantly predicts their innovative behaviour. While trust in administrator and trust in shareholders dimensions of organizational trust predict innovative behaviour of teachers, on the other hand, trust in colleagues dimension doesn’t predict teachers’ innovative behaviours significantly. For school administrators who would like to encourage teachers to exhibit innovative behaviours, it would be beneficial to keep the perception of organizational trust at school at high levels

Focusing on servant leadership and its outcomes are considered fairly essential in terms of its contribution to the literature. This study seeks to determine the relationships between the servant leadership of school principals and the loyalty of teachers to their principals and the constructs of loyalty to supervisors. Secondary school teachers working in Diyarbakır constitute the population of the study. 26 secondary schools were randomly selected from Diyarbakır province and the scales were applied to the teachers working in these schools. The sample consists of 202 teachers. The data were obtained with servant leadership and loyalty to supervisor scales. Validity and reliability analyzes were performed on the scales to determine whether the scales were valid and reliable or not. While analysing the data, descriptive statistics, correlation, and regression analyzes were used, respectively. It was found that the variables examined in the study had a positive and significant relationship. Regression analysis findings revealed that servant leadership predicted loyalty to supervisors and the constructs of loyalty to supervisors (dedication, extra effort, attachment, identification, and internalization) in a statistically significant way. School principals wishing to establish a sense of loyalty in schools are recommended to be aware of the positive role of servant leadership on psychological mechanisms and to have speeches and actions compatible with this type of leadership.

Poverty is a clustered and corrosive disadvantage that affects students throughout their lives. The education system has been positioned as an opportunity to break the cycle of poverty. Yet, the education system continues to fail to achieve its potential. We conceptually explore how educational leaders could perceive their responsibility in assisting children experiencing poverty and in leveraging the education ecosystem to fulfill the promise of full capability functioning through self-agency and empowerment. We call for an education leadership shift from an outcomes-based paradigm to a student-focused paradigm that embraces the complexity of poverty, develops students’ opportunities for self-agency and empowerment, and ultimately leads to a higher quality of life. We propose an interdisciplinary model of leadership.

This study investigates the quality of higher education institutes’ (HEIs’) administrative services by assessing student satisfaction in the context of Total Quality Management (TQM). Differences between students’ perceptions and expectations of administrative service quality are examined and discussed. A questionnaire survey was developed employing the SERVQUAL service quality model, the results of which were further enhanced by the application of importance-performance analysis (IPA). All five dimensions of the model were explored (reliability, assurance, tangibles, empathy, and responsiveness) with data from the 104 students from five Greek HEIs who participated in the survey. The results of the IPA complemented the survey research by enabling recommendations for importance and performance. The study’s findings indicate that students’ expectations are not met by the administrative services provided at the time of examination. A gap is observed between perceptions and expectations on all dimensions, indicating the necessity to make improvements to enhance service quality.

Special Unit students at a secondary education school in Cyprus were to be included in an action research project. Its primary objective was to study the challenges the headmaster/leader or other school leader faces while attempting to involve Special Unit students in the school's leadership, which was based on an inclusive leadership approach. The researchers concluded that Cyprus' centralized educational system is the biggest impediment. The primary research methods used to carry out the action research were interviews, focus groups, and observations. 85 teachers, 210 students, and 15 parents participated in the 8-month research, which was conducted in a secondary school in Cyprus with a special unit. By completing the research process, the researchers finally concluded that the solution to the problem might be the recruitment of an inclusive leadership model, which aims to use decentralized inclusive practices.

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.

The highlighted local and international perspectives of school-based management (SBM) offer logical findings on its efficacy at the grassroots level. Despite some hindering factors, its impact along leadership and governance, curriculum and learning, accountability and continuous improvement, and resource management are commendable. After methodical scrutiny of data, this paper concludes that the improvements in schools triggered by SBM are responsiveness to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders’ awareness and involvement to school’s programs, projects and activities (PPAs). Principals likewise implemented SBM in their respective schools by holding SBM planning with its stakeholders. In fact, the different programs and projects implemented in schools include SBM crafting and planning; implementation, monitoring, and documentation of student learning activities; and clean-up drive and transparency board installation. Researchers, therefore, recommend that responsiveness of SBM to the needs and challenges of schools; contextualization of curriculum; improvement of physical facilities and linkages; and stakeholders’ awareness and involvement to school PPA be extensively maximized. Eventually, sound partnerships between schools and external stakeholders be cultivated.

Educators in non-formal education organizations are often expected to display values of volunteering and giving to the community. These contributions, which are beyond the call of duty, are defined as organizational citizenship behavior (OCB). When such behavior is performed as a result of pressure rather than out of free will, that pressure is defined as citizenship pressure (CP). Building on the job demands-resources theory, the study examined a moderator-mediator model at the team level construct, to explore whether team CP mediates the relationship between both idealized influence behavior and idealized influence attributed (transformational leadership dimensions) and team OCB, and whether that mediation is moderated by organizational identification. The study sample consisted of 75 teams of educators and their direct superiors, who work in 11 youth movements. Results show that the negative relationship between both idealized influence behavior and idealized influence attributed and team CP is moderated by organizational identification. Furthermore, results show a negative relationship between team CP and team OCB. Theoretical and managerial implications are discussed.

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%).

Some secondary school principals are complaining about teachers’ reluctance to participate in any activities beyond classroom teaching. To understand this phenomenon, the study attempts to explore the inhibiting factors that hinder teachers in selected secondary schools in the Maseru district from supporting and engaging in teacher leadership (TL) activities. This qualitative inquiry is underpinned by the critical theory (CT), which among others aims at revealing the core factors that contributed to teachers’ lack of enthusiasm in performing various TL related activities. Also, to suggest strategies that could pioneer a change in teachers’ attitudes towards participation in school leadership beyond teaching. The study generated data from ten (10) purposively selected secondary school teachers. Using the thematic analysis method, despite participating teachers being able to conceptualise TL, they cited that, factors including; unmanageable teaching loads, inadequate induction, and use of top-down leadership approaches inhibited TL initiatives. To mitigate the abovementioned factors, participants suggested the creation of a supportive school environment, teacher training and recognition.

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.

The study investigated the potential role of human resources exemplified by leaders' psychological capital (PsyCap) as a resource that may cross over to team-member exchange (TMX), and bring about desired organizational outcomes. We suggest a model where TMX of senior management teams serves as a team resource mediating the relationship between leaders’ PsyCap and organizational outcomes, as represented by team innovation, organizational citizenship behavior (OCB), and employees’ job satisfaction. The study, carried out among 86 elementary and junior high schools, indicated a positive relationship between leaders’ PsyCap and TMX. In addition, we found a significant relationship between TMX and the three measures of organizational outcomes. Furthermore, TMX partially mediated the relationship between leaders’ PsyCap and the desired outcomes, excepting innovation. The findings provide support for the importance of the leaders’ personal resource of psychological capital as a complementary perspective that may enhance our understanding of leadership’s impact on organizational success. In addition, the study provides significant support for the expanded model, broadening the definition of the crossover model by examining the translation of positive resources from leaders' PsyCap to organizational outcomes via teams' positive resources. From a practical perspective, the findings bring to the forefront the importance of psychological capital as a state-like construct that can be developed through leader preparation and professional development programs.

This study aims to examine the opinions of Religious Culture and Ethics Teachers (RCET) on mobbing in the workplace. The research focuses on RCET’s definition of mobbing, the reasons for mobbing, the results of mobbing, and the suggestions of RCET to prevent mobbing. This study used the phenomenological method, one of the qualitative research methods. The data obtained from the interview forms were analyzed by the content analysis method. The findings were organized and presented under themes and sub-themes. The study group of the research was determined by a systematic sampling technique, one of the probability-based sampling methods. The study group of the research consisted of 35 RCET working in the middle schools of Mersin central districts in the 2023-2024 academic years. Findings revealed that participants defined the concept of mobbing using terms such as pressure, violence, distress, attack, discomfort, implication, and exposure. It was found that participants expressed reasons for mobbing, such as establishing dominance, jealousy, inadequacy, and conflict of interest. It was determined that participants indicated the results of mobbing, such as asynchrony, inefficiency, failure, resignation, reluctance, and fear-anxiety. The participants suggested solutions such as support, awareness activities, relationships and communication, knowledge of legislation and laws, equality, responsibility, trust, problem identification, solution orientation, and providing education.

Research has shown that school leaders’ engagement in teacher induction is vital for establishing supportive school structures and conditions that are conducive to successful socialization and long-term sustenance of newly qualified teachers (NQTs). In Malta, the problem of teacher recruitment and a growing attrition rate is becoming very acute. This article describes findings from an exploratory qualitative study that examined the perceptions of five heads of schools regarding their engagement in the induction and mentoring programs that have been designed to support NQTs in Malta. The findings describe the ways through which the heads of school support NQTs and their advice for new heads of schools working with NQTs. The article offers a discussion of research results in relation to the extant literature and concludes with implications for practice and further research.

Early Childhood Care and Development (ECCD) directors are crucial for sustainable quality ECCD centre management, leading to a focus on efficient 21st-century practices. Planning principles are essential for managing the complexity of early childhood education services. This paper aimed to explore how ECCD directors plan management activities in their centres in Ghana. The study was conducted in sixteen ECCD centres located in five metropolitan and municipal districts within the Greater Accra Region of Ghana. The study involved 20 participants, including directors/head teachers and board members, selected using a purposive sampling strategy. Data were collected through interviews and document reviews. Although evidence from the study showed that ECCD directors put much effort into managing their centres, the study found that ECCD directors experience various challenges concerning applying the basic management principle of planning at their centres. In this article, the authors contend that planning is a crucial management function that sets achievable goals in line with the ECCD centre's vision and provides direction for actions to achieve ECCD goals. In addressing the identified challenges, the researchers developed a systems-based planning framework to guide directors in their planning roles at the ECCD centres.