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’

This study aims to reveal the effect of the principals’ perfectionism on organizational stress of teachers according to the perceptions of the teachers who are working in primary and secondary schools and the level of organizational stress of teachers. The sample of the study consisted of 369 teachers by choosing with the method of simple random sampling. Data was collected by a “positive-negative perfectionism scale” and “perception of stress scale”. Data analysis was analyzed by using IBM SPSS 21.0 program by using hierarchical multiple linear regression method. At the end of this study, it was seen that principals’ negative and positive perfectionist behaviours predict teachers’ organizational stress in a meaningful way. It was understood that positive and negative perfectionist behaviours increased the factors of organizational stress, and it was also seen that principals’ negative perfectionist behaviours increased the stress in organizational structure. As a suggestion, principals need to exhibit their perfectionist behaviours in a correct and positive manner. This situation enables teachers to increase their dependence to their jobs. It is also recommended that principals should investigate the effects of perfectionism on their management abilities, competitive attitudes and leadership qualities.

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.

This qualitative study examined what female principals in Saudi Arabia and Qatar, two historically male-dominated cultures who are actively implementing reforms to provide women with more leadership opportunities, reported as typical elements of their daily work. The study also examined the challenges that these female principals reported in their efforts to improve the learning environment in their schools and what advice they would give to women entering the field of school leadership. The themes that emerged from the data were used to construct a grounded theory of the daily responsibilities of Saudi and Qatari female principals, the challenges that faced in fulfilling those responsibilities, and how they advised women entering principal positions to prepare to respond to those challenges.

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.

The present paper aims to offer some theoretical insights into the understanding of how the cultures, policies and practices of educational inclusion of disabled people in the Brazilian national context is impacted by national and international policies, but also how far beyond they are affected by other aspects when one takes a broader perspective of analysis, here named as omnilectical. Some international and national policies are taken as starting point to develop the arguments, but the analysis itself shows inevitably that there is far more to be considered. In fact, it is argued that such aspects may be endless, and as such, complex to control. Yet, by adopting an omnilectical view it is believed that control may not always express quality when it comes to carrying out deeper analyses. Perhaps what is needed is some courage to engage in the exercise of breaking through some given-for-granted “traditional” ways of thinking in an attempt to create an epistemology that may open some room for the multidimensional variables at stake in today’s realities so that they can be taken into account as part and focus of the analysis.

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.

Despite the fact that crisis management is essential for school’s smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study’s findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students’ aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers’ feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

To make their mandate more efficient, universities have to either offer services to students either produce innovation and scientific research. From this point of view it is difficult for universities to focus their attention on economic and financial performance. Instead, it is much more relevant for the university to find models of governance that are able to bring together profitability, financial sustainability, and social and communitarian commitment. Universities generate knowledge that can be used to improve the standard of economic and social life in the territorial environment. For these reasons it is important to analyze relations between university and community of reference. We found that italian universities that perform better are associated with communities able to generate individual and social welfare. Better universities have also more active and skilled student populations. Monthly data are considered for the period 2012 and 2017 for 58 italian universities. Data are collected from BES-ISTAT, Almalaurea and Center for World University Rankings-CWUR. The complex database has been realized by using KNIME mixing different sources in an original metric environment. We use panel data approach to estimate the level of italian ranking in CWUR statistics by the usage two different sets of variables: BES-ISTAT and SIOPE. The increasing in the Global International Ranking can be realized either directly by increasing the level of services and products generates, either indirectly improving the spillovers effect of universities in respect to a certain community of reference.

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.

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.

This paper examined the concept of contributory pension scheme as it relates to lecturers’ job commitment in the university system. It adopted the Social Exchange Theory by George Casper Homans in 1958 and a review of other scholars’ findings on pension scheme implementation. It established a link between the CPS implementation procedures and the indices of university lecturers’ job commitment. The paper recommended among others that it is important for employees to see clearly the reward process at work. Concrete acts must accompany statements of intent since lecturers have expectations for good pension package after many years of service to the university.

In this article, we extend and complement previous studies on self-descriptions of superintendents’ administrative work by examining the influential role of a relatively new actor in charter schools: the charter school district superintendent. In particular, we examine the influence of a charter district superintendent’s leadership on organizational factors such as mission, principal decision-making and school board involvement through interviews with the principals and board members in the district to identify how a charter school district superintendent exhibits leadership within an emerging context in the public school landscape. We use a qualitative case study approach to examine one charter school district superintendent and the perceptions of charter principals and charter school board members concerning his role and responsibility as a leader in the charter district. Three major themes emerged from the data: the superintendent’s role in the mission of an autonomous district; superintendent as an instructional leader; and the superintendent as a policy entrepreneur. The superintendent’s mission of the charter school district to operate as an autonomous entity, paved the way for the influence of the charter superintendent to employ and articulate instructional leadership strategies in his district, and spurred the superintendent toward action as a policy entrepreneur, establishing an LEA for his charter school district. The findings demonstrate that the superintendent has a significant, dynamic effect on the organizational mission and goals of the charter school district as well as influence on building principals and board members as the leader of the district.

Goffman’s theory of total institutions and Fanon’s theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.

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.

Decline and downsizing often create organizational conditions that are tension-filled, problematic, disruptive, and prone to unethical behaviour. It is common for educational organizations to face discontinuity of services and reduction of personnel; therefore, it is important to understand the relationship between declining organizations and the ethical behaviour of educational leaders under these circumstances. In this article, we provide a general description of organizational decline, typical responses to such decline, and highlight the phenomenon of personnel downsizing, with particular attention to the Canadian education context. We offer descriptions of various in situ strategies from several Canadian educational superintendents to illustrate implications for how we might better understand personnel reductions in relation to ethics. We conclude with suggestions concerning ways we might upgrade downsizing with wise judgment and ethical decision-making.

According to many studies teachers’ reception has been associated with the smooth operation of the school, the professional development of the teaching staff and the provision of optimal teaching work. Despite its significance and its attention from scholars, though, its implementation at schools has been facing challenges and hardships. The present study focuses on the role played by principals and teachers’ associations upon the reception and acclimatization of all newly appointed teachers in their schools. The findings indicate that the favorable disposition and actions of both principals and the teachers’ association in terms of receiving/acclimatizing any newly appointed teachers should be further enhanced.

The paper aims to investigate the extent to which school leaders adopt transformational leadership behaviors at times of crisis. The emphasis on restructuring in the educational policy environment in recent decades has led to an increased interest in transformational leadership in education, resulting in a large number of studies. In order to investigate the adoption of transformational leadership behaviors/practices at times of crisis, qualitative research was conducted with 30 primary school teachers in Greece. The schools were selected based on the extent to which they had been affected by the financial crisis. Greece has faced major challenges in the last ten years, including the financial crisis and the influx of immigrants. These changes have had a profound effect on the Greek educational system. In this context, the paper examines the extent to which school leaders in Greece adopt transformational leadership practices in order to deal with the impact of the crisis on their school unit. The findings of the research are used to draw conclusions and implications regarding educational policy as well as future research on the topic.

This research describes the perceptions of school principals in the context of their role in leading the professional development of the teaching staff. Their perceptions were examined in reference to three educational ideologies: socialization, acculturation and individuation. Data analysis of semi structured interviews conducted with 20 school principals, revealed a contradiction between the educational ideology that emerged in the context of the overall educational practice and the ideology referred to in the context of their role in teachers professional development. In the context of the educational practice, the majority of principals described an individuation ideology. In the context the principals' role regarding the professional development of the teaching staff, the majority of school principals presented the socialization ideology as their guiding ethos. In addition, the minority of principals demonstrated a combination of these two ideologies. None of the principals presented the acculturation ideology.