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.

Turnover in middle management can be very expensive for a school, not just financially, but also in terms of providing continuity of leadership, sustainability of management practices, and quality student experiences. Therefore, a rigorous understanding of why middle managers in schools are thinking of leaving post can provide senior leaders an opportunity to develop strategies to reduce this turnover cost. Using the case of Lady Agatha’s Boarding School in England, this paper uses a novel approach to investigate the complexities of school middle management from a social perspective, arguing that by using a Bordieuan lens, researchers can investigate the complex matrix nature of working in middle management. By using the Bordieuan tools of field, habitus, doxa, capital, and symbolic violence, researchers can observe the struggles that the middle managers engage in to acquire capital or resources compared to other actors in the field, as tournaments of socio-political dominance. By using this original ontological turn in analysing turnover antecedents, researchers as well as practitioners could make significant impacts in the way turnover can be understood and its costs mitigated.

Teachers are expected to influence the development of certain attributes, including courtesy, discipline, accountability, and diligence among learners. These attributes echo the basic premise of the child-friendly school framework (CFS) and the ideology of sustainable learning environments. In order for teachers to contribute towards efficacy in schools and in instructional activities, studies indicate that they should be satisfied. However, it has been revealed that in some Lesotho secondary schools, teachers are not happy with their jobs. The reported teachers’ discontent adversely affects their commitment and enthusiasm. In order to reveal the causes of teacher job dissatisfaction in some Lesotho secondary schools, this study adopted a narrative qualitative approach design. This approach was ideal as it enabled 10 purposively identified teachers in Leribe and Maseru to freely narrate their lived experiences. The Herzberg duality theory (HDT) and the Transformational leadership theory (TLT) were adopted as the philosophical underpinning for this study. The inductive thematic analysis approach was used to analyse the data generated for this study. The findings suggest that teacher job dissatisfaction in some Lesotho secondary schools is caused by factors such as the use of resources for personal gain, lack of maintenance, intolerance, and habitual absenteeism among principals. The findings further suggest that strategies including teacher involvement, impartiality, and external school auditing could reduce teacher job dissatisfaction and instead create the opposite effect.

Knowledge is increasingly a valuable asset that transfers among nations. This trend has led to challenges in producing the best graduates and competition among organizations to retain these talents. These global trends require skilled and highly productive employees. The Malaysian education sector is no exception to these changes, as academic functions are crucial in universities. The success of universities in accomplishing their goals depends on highly motivated and committed academics. Several past studies have identified the significance of quality of work life (QWL) in building a more committed and productive workforce in the education sector. However, studies on QWL and how organizational commitment (OC) reinforces its effect on job performance (JP) among academics in Malaysian research universities (RUs) are limited. Therefore, this inquiry explores the correlation between QWL, OC, and JP. A questionnaire was utilized for data collection from 387 academics, and the data were analyzed using SPSS 21.0. The findings reveal that QWL has a significant influence on OC and JP. Additionally, OC significantly influences JP and partially mediates the relationship between QWL and JP. As a result, improved QWL of the academics is necessary for enhancing their OC and JP.

The research's aim is to assess the services offered by Greek public secondary education schools, with the intention of identifying any discrepancies between students' expectations and their perceptions of the final services provided. The gaps discovered indicate that the school's educational services are not meeting student expectations in the five quality dimensions of the SERVQUAL model. To be specific, the average expectations are 4.44, perceptions are 3.11, and gaps are -1.33. The schools examined had a greater discrepancy in the dimensions measuring safety and emotional understanding, which was observed. The fact that the 5 factors are correlated with each other indicates the model's reliability. However, in relation to the independent variables of gender, age, and class, there appears to be a positive correlation across all factors, which is very weak and not statistically significant. In contrast, a low negative correlation appears to be present between only the demographics being considered. Therefore, demographic characteristics do not affect the quality of education in secondary schools. Our findings benefit decision-makers by assisting them in taking corrective actions necessary to enhance the quality of services provided by schools as part of a continuous improvement process in order to achieve a higher level of excellence. 

The effectiveness of an educational system heavily relies on teachers' commitment. In Cameroon, despite government efforts, concerns about teacher engagement persist. This study, based on Meyer and Allen’s Organisational Commitment Model, examined how leadership approaches influence teacher commitment in secondary schools in Kupe-Muanenguba Division. The research focused on democratic, transformational, and transactional leadership styles. Using a survey design with concurrent triangulation, data were collected from 248 teachers and 354 students across six government schools. Teachers completed the “Teacher Insights on Management Approach to Leadership Questionnaire” (TIMAL-Q), while students used the “Student Perception of Educator Commitment Questionnaire” (SPEC-Q). Semi-structured interviews with principals and vice principals supplemented the data. Quantitative data were analyzed using frequency counts, proportions, and Pearson Correlation, while qualitative data underwent thematic analysis. Findings revealed strong positive correlations between democratic (r=.980, p=.028) and transformational (r=.980, p=.028) leadership styles and teacher commitment, suggesting these approaches significantly enhance engagement. The transactional style also showed a positive correlation (r=.800, p=.014), though to a lesser extent. Qualitative data highlighted practices aligning with these leadership styles. The study underscores the importance of democratic and transformational leadership in fostering teacher commitment, especially in challenging environments. Recommendations include integrating these approaches to improve teacher engagement in quantitative and affective domains, leveraging transactional leadership for short-term goals, and providing targeted leadership training for school managers. This comprehensive strategy aims to boost teacher commitment and performance despite infrastructural constraints.