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.

Theories of distributed leadership suggest that organizational learning and change results not from the efforts of a single individual, but rather from a network of people working within their broader systems. Team empowering leadership enhances human resources development of the organization to promote the sharing of knowledge that is necessary for change. In this study, we study transformational and distributed leadership team that have been linked to improving working conditions and students’ learning in high-needs schools. Specifically, we highlight a team-based intervention where positive organizational improvements were made to academically struggling schools, and then qualitatively examined the associated processes to understand what enabled the occurrence of those positive changes. We find that the team structure allowed for the clarification of expectations, enhancement of communication, and improvement of educator working conditions through professional development support and distribution of leadership responsibility, which ultimately resulted in improvement in school culture and performance.

The COVID-19 pandemic imposed a paradigm shift on education delivery worldwide. In response to the pandemic, the government of Jamaica mobilised strategies to ensure that the nation was protected while continuing the education of the nation's children. One of the strategies was to implement remote teaching and learning. Online teaching and learning created challenges, especially for students from rural and marginalised communities. This research explored the experiences of accessing education in Jamaica's rural and urban primary (K-6) schools during the pandemic. Researchers aimed to answer the questions: To what extent has COVID-19 impacted access to continued education in your school? (b) How has the state's intervention facilitated continued education during COVID-19? (c) To what extent do the qualitative findings converge with the quantitative results? Mixed-method research was employed for data collection and analysis. Purposeful sampling was used to select principals, teachers, and parents for this study. The findings of the study provided insights into how COVID-19 affected students' access and, the effectiveness of the government's response to continuing education online. Participants' contributions informed recommendations to the government on students' access to education during the onset of the pandemic in 2020, for the periods March to July and September to December.

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 current case study examines secondary school principals’ social justice leadership (SJL) based on teachers’ perceptions. In the study, a qualitative research approach with a phenomenological design was used to explore the teachers’ perceptions regarding their principals’ SJL at Turkish secondary schools. The data were reached through semi-structured interviews. 11 participant teachers were determined as participants of the study with the maximum sampling method. The collected data were analyzed with content analysis, and three themes were reached: limited social justice, inclusive perspectives, and holistic leaders. Based on the results, teachers think that principals have a limited SJL and inclusion enactment. The participant teachers think that SJL should have a holistic perspective, including parents and teachers while ensuring social justice at school.

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.

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.

School leadership in Nepal is shaped by sociocultural, institutional, and resource-related challenges. This study fills a gap in the literature by examining leadership dynamics within this unique and diverse educational context. Guided by resilient leadership theory as a referent, this qualitative case study, grounded in a constructivist paradigm, involved semi-structured interviews with public high school principals to investigate their workplace challenges and coping strategies. The findings reveal challenges including sociocultural and gender biases, teachers’ resistance to modern pedagogical practices, and resource limitations. They navigate these challenges through strategies of humility, intrinsic motivation, and collaborative partnerships. The findings highlight the need for systemic reforms to promote gender equity, enhance professional development, and increase resource allocation. This study presents a resilient and adaptive leadership framework for policymakers, emphasising the need to implement gender-inclusive policies and leadership training programs to address the challenges faced by principals in their diverse educational contexts.

This study investigates the role of educational leadership in supporting student mental health and promoting equity within schools. It examines three leadership models, transformational, trauma-informed, and equity-focused leadership, and their effectiveness in fostering inclusive school environments. By synthesizing recent empirical studies, this review identifies strategies that enhance student engagement, emotional resilience, and academic performance. The findings reveal that schools with proactive leadership in mental health experience improved student well-being, reduced behavioral challenges, and higher academic success. However, barriers such as resource constraints, inconsistent policy implementation, and a lack of specialized training for school leaders hinder the full integration of mental health initiatives. These challenges disproportionately affect marginalized student populations, underscoring the need for leadership approaches that address systemic inequities in education. This review emphasizes the importance of embedding mental health within broader school policies and practices. By prioritizing psychological safety, fostering strong school-community partnerships, and ensuring equitable access to mental health resources, educational leaders can create sustainable, supportive learning environments. The study offers practical recommendations for policymakers and school administrators to strengthen leadership practices that bridge the gap between academic achievement and student well-being. This research contributes to the ongoing discourse on student mental health and equity, advocating for school environments that nurture both academic and emotional growth.

Teacher leadership has gained increasing recognition worldwide as a crucial component of educational reform and improvement efforts. As a concept, it is not new; its evolution spans several decades, yet there is still dissonance around it. This is especially true in the Greek educational scene, where teacher leadership research is limited and fragmented. This study seeks to address this gap by exploring the factors contributing to and impeding the evolution of teachers' leadership in Greek schools. More specifically, we were interested in knowing what Greek in-service teachers with informal leadership positions think about teacher leadership prospects within the Greek educational context, what conditions they think enhance or impede teacher leadership development in Greek schools, and what opportunities they think there are for developing teacher leaders. A sample of 12 experienced in-service teacher leaders from different educational specializations and geographical regions in Greece participated in the study. A grounded theory methodology was employed to analyze the data collected through focus group interviews with experienced in-service teachers. The findings of this study include references to personal and interpersonal challenges that create barriers to the evolution of teachers as leaders in Greek schools, as well as administrative impediments and a lack of support for prospective teacher leaders. The participants reported opportunities within the Greek educational system for teachers to evolve as leaders through targeted and consistent professional development programs and school improvement initiatives. Implications for research and practice are drawn from these findings.

The transitioning of Teacher Training Colleges into Colleges of Education as tertiary institutions by Act 847 is significant for ensuring strategic management change. This research investigated the strategic management of Dambai College of Education in the transitional change. The study adapted the methodological framework of the “Theory of Organisational Change” to ascertain leadership strategies that worked well in contributing to rapid positive transformation and their impact and those potential strategies to further improve the College. The study was qualitative with an interpretive paradigm and nominalist ontological and epistemological stance with participatory inquiry design. Homogeneous purposive sampling was used to select 15 participants for data collection. Data was collected through an open-ended questionnaire. Thematic analyses were done. Findings under strategies that worked include effective governance, recruitment, continuous professional development, Internally Generated Funds (IGF), merit-based remuneration of staff, and enhancement of physical infrastructure. The impact made includes boosting the morale of staff, students, traditional authorities, and other stakeholders; ownership of responsibility; improved learning outcomes; more spaces and equipment for effective work; and the College's improved outlook. Strategies to adopt include more stakeholder engagement and integration of technology. The research concluded that the college has transformed positively and needs to further improve its developmental agenda by adopting hybrid change models.