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.

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.

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.

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

This paper extends and complements previous research on unethical leader behavior by examining the social and cultural perspectives that inform the understanding of objectional conduct among secondary school leaders in Kenya. The study used a social constructivist theoretical framework, and qualitative case study, and semi-structured interviews with school boards of governors, principals, and heads of department and school bursars. The findings revealed that cultural beliefs underpinned by the ubuntu ethic informed the school leaders' perceptions of unethical leadership behavior in the Kenyan secondary school contexts. Four sub-themes highlight acts that contradict the ubuntu values of altruism, humanness, care, and solidarity. They include disregard for community interests, neglect of care for one's kin, disregard for harmony, and elders' respect. The study concluded that western universal perspectives and definitions could not solely be relied upon to describe unethical leadership behavior in schools in non-Euro western contexts. The study contributes to the literature on unethical and ethical leadership by proposing a potential benefit in recognizing and incorporating non-western perspectives in exploring and defining the unethical leadership construct.

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.

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.

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.

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.