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.

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.

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.

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.

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.

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.

It is regarded as considerable values those principles’ skills of managing diversities and teachers’ cultural intelligences which mean they understand and appreciate other cultures. These core values are remarkably vital to be culturally literate in the global world. The organizations and their administrators respecting the diversities of the employees can allocate more time competing their counterparts in the world instead of losing energy with unnecessary conflicts. The aim of the study is to examine the correlation between teachers’ cultural intelligence and Principal’s managing the diversities and their transformational leaderships according to the teachers’ point of views. The research has adopted a correlational model. The data of the research was gathered from 428 primary school teachers in Turkey/Malatya during 2020-2021 academic year. The Data was gathered through the “Cultural Intelligence”, “Diversity Management” and “Transformational Leadership” scales. The data was analyzed by arithmetic mean, correlation analysis and regression analysis. The results of the research suggest that the primary school teacher’s cultural intelligence, the principal’s management of diversity and their transformational leadership levels were “mostly high”. It was revealed that there was a moderate level positive significant correlation between teachers’ cultural intelligence levels and Principal’s skills of managing the diversities and their transformational leaderships. Moreover, teacher’s cultural intelligence levels and Principal’s skills of managing the diversities predict the transformational leaderships of Principles. Consequently, to increase the transformational leadership of Principals, it is recommended to enhance teachers’ socio-cultural awareness and to work on improving the skills of diversity management of principals.

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.

The purpose of the present study was to determine the communication barriers, the reasons and results of these barriers, and solution proposals for communication barriers faced in the context of school-parents cooperation. The case study was used in this study. The data obtained from the interview forms were analysed according to the method of descriptive analysis. The findings were presented in the form of themes and subthemes. The study group consisted of 42 teachers working in the central districts of Erzurum in the 2019-2020 academic years. According to the research results, the participants think that communication barriers in the context of school-parents cooperation are related to parents and to teachers. Most of the participants express the reasons for communication barriers resulting from parents while some of the participants express the reasons for communication barriers resulting from teachers. Participants think that the results of communication barriers faced in the context of school-parents cooperation are related to students, school administrators, parents and teacher. Most of the participants think that results of communication barriers in the context of school-parents cooperation are related to students while the other participants think that results of communication barriers in the context of school-parents cooperation are related to school administrators, parents and teachers. Most of the participants propose solutions for communication barriers related to teachers while other participants propose solutions for communication barriers related to school administrators and parents.

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.

In the research, it was aimed to learn the leadership expectations of secondary school students in the context of school principals. In this context, focus group interviews were conducted with sixteen students studying at different grade levels in the research conducted with a phenomenological design, and the data obtained were subjected to content analysis. When the findings were examined, it was seen that the leadership expectations of the students from the school principals were shaped in four sub-themes (behavior, values, skills and abilities, and characteristics). According to the results obtained, students from school principals about leadership; In the behavior sub-theme, they expect the most discipline and valuing ideas, they expect the most fairness, tolerance and understanding in the values sub-theme, they expect the most professional expertise in the skills and abilities sub-theme, and they expect the most compassion and sincerity in the characteristics sub-theme. The results show that the expectations of the students, which are the basic elements of the education process, should be taken into account by the school leaders.

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.

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.

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.

As an educationist over the years, I have experienced principals’ outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals’ insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.

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.